A study attempted to identify the adult learning provisions, demographic characteristics, and previous learning experiences that are predictive of positive affective development by external (distance education) students. The study population consisted of 50 adult students who were currently enrolled in 10 tertiary institutions as external students in Weipa, Far North Queensland, Australia. The students were surveyed about their sex, age, residential status, employment, current and previous tertiary education experiences, and characteristics of the programs in which they were currently enrolled (learning strategies, learning situation characteristics, and criteria for planning adult learning). Satisfaction of needs and interests, provision of fellowship, provision of clear explanations, provision of self-pacing performance, and the receipt of tangible benefits from study were all predictors of high affective development. Somewhat surprising findings were that (1) the Weipa students were affected by their perception of their lecturer's competence, (2) study freedom was not an important element, and (3) reinforcement of teaching and practical experiences were not shown to be significant predictors of positive affective development. It appeared that teaching for affective development involves more than committed leadership in the institutions; students must also make a major contribution to their own affective development. This would appear to support Power's model of mutual accountability. (Appendixes include the affective development schedule and survey of demographic, previous learning, and adult learning provision characteristics.) (MN)