Based on insights gained from an Australian program of adult migrant English language education, it is argued that independent learning centers (ILCs) can be effective in assisting adult learners to develop both independent learning skills and language skills. The principles of independent learning and contemporary understanding about learning styles and strategies as a conceptual foundation for ILC establishment are reviewed. Recent research on adult learning, autonomous learning, self-directed learning, and self-instruction is surveyed. Six program models are outlined, including the study, withdrawal, programmed learning, drop-in, self-directed learning, and learning resource centers. The models are contrasted, using examples of ILCs operating in Australia in 1989 and the findings are summarized. Consideration of the ways of supporting the learner in self-instruction then leads to a specification of the role and function of ILCs for adults. A discussion of practical implications for ILC operation addresses issues of staffing and provision of appropriate materials. Directions for the future are examined. (Author/MSE)