The purpose of a review of course materials and teaching methods in the area of adult development and learning was to identify commonalities that existed in course titles, objectives, content areas, texts, required reading, resources used, course requirements, and instructional processes. Thirty-two course syllabi and 1 curriculum guide from 24 institutions of higher learning in 17 states and 2 Canadian provinces were reviewed. Some form of "The Adult Learner" or "Adult Learning" was used as the course title for 22 syllabi. Only two courses used the title "Adult Development and Learning." All 32 syllabi had some form of course description, but only 16 reported a clearly stated course purpose. Twenty-eight syllabi offered objectives and competencies to be mastered. Three major divisions of course content emerged from the course descriptions: emphasis on adult development concepts, theories and concepts of adult learning, and instructional methodologies. Twelve syllabi indicated a balanced combination of both theory and practice, with eight placing heavy emphasis on theory and seven emphasizing practice. Twelve courses had traditional academic assignments, 10 had assignments that blended theory and practice, and 6 had applied assignments. Twenty-eight different books were cited as texts, with the most frequently cited one being listed seven times. (A 28-page bibliography on adult learning and development is included with the report.) (CML)