Five models of independent learning are suitable for use in adult education programs. The common factor is a facilitator who works in some way with the student in the learning process. They display different characteristics, including the extent of independence in relation to content and/or process. Nondirective tutorial instruction and learning contracts provide two alternative approaches to classes for one-to-one teaching. The nondirective model works when students do not have a clear focus at the beginning and where an exploratory approach to the learning process is beneficial. The learning contract is particularly useful for students who have a clear sense of direction and wish to achieve specific goals. Tough and Griffin provide good models for group-based situations. Tough's "tip of the iceberg" model can be used where there is core material to be shared by all, while Griffin's emphasis is on group support. The competency-based model suggests that instruction can be flexible, particularly for learners at a distance. Correspondence materials can be made available on a learner-paced basis. This model can work only when people must have or desire specific skills. (A reference list is appended.) (YLB)