Forty documents addressing quality issues in the education of older adults were reviewed. The articles, papers, and books, all of which were published in Great Britain or the United States between 1983 and 1985, were examined to obtain answers to the following questions: (1) What kind of terminology is used to describe the specific learner population and does the terminology used make a difference? (2) What is known about educator training and attitudes that affects the education of older adults? (3) Is there any consensus regarding education provided on an age-integrated, age-segregated, or intergenerational basis? and (4) How (and to what extent) does the literature reflect on the questions of access and equity in the education of older adults? Although the literature indicated a considerable variety in the terminology used, there was little reflection of the problems inherent in language usage. Evidence was found indicating that sterotypical attitudes and myths about the aging process and its effect on the learning process and on making a contribution in society do exist among providers of adult education and that these need to be counteracted. It appeared that equal claims can be made for the benefits of age-integrated, age-segregated, and intergenerational educational settings. The literature contained very little, however, about the issues of access and equity in education for older adults. Forty references are appended. (Author/MN)