A study was conducted to (1) identify obstacles to self-directed learning, (2) develop strategies to overcome them, and (3) identify the self-directed learning readiness level of two groups of employees for possible clues in improving self-directed learning in the Phoenix Air Guard. The study used two group processes (the Delphi technique with a group of 25 professionals in the fields of adult and higher education and the Nominal Group Technique with a selected 21-member group of Air National Guard supervisors), and one test instrument, the Self-Directed Learning Readiness Scale developed by Lucy Guglielmino. The normative method of research was used to test the following null hypothesis: there is no significant difference in the scores on the Guglielmino scale between a randomly selected group of 25 workers and 25 retired workers of the Phoenix Air Guard. The Delphi process identified seven obstacles that hamper adult learning (other obligations, time management, effort, lack of motivation, confusion over instructions, lack of resources, and institutional requirements), whereas the Nominal Group process produced a list of 28 prioritized strategies for dealing with these obstacles. The Self-Directed Learning Readiness Scale scores indicated no significant difference between the group means (therefore, no difference in readiness to learn based on age). From the study's conclusions were formulated recommendations to encourage more self-directed study by members of the Phoenix Air Guard. Nineteen tables and a four-page bibliography are provided. The appendixes include research instruments and score sheets. (KC)