A 30-month study was designed to provide a comprehensive examination of training for teachers and volunteer instructors in adult basic education (ABE) and English as a Second Language (ESL). Phase I provided a systematic examination of the delivery and content of training. Three primary research activities were collection of extant data on staff development activities and materials in each state, literature review, and site visits to nine staff development programs, during which interviews, observations, and focus groups were conducted. Findings indicated that Section 353 of the Adult Education Act was the primary source of support for staff development activities. Four main types of adult education training providers were: state-supported training centers and projects, four-year colleges and universities, local or regional agencies, and professional organizations. Many states and programs relied on multiple training formats, although single-session workshops or conferences were used most frequently. Three key practices of effective staff development were identified: developing ownership in training, designing instruction, and addressing concerns of teachers and volunteer instructors. The optimal content of training was determined to include both subject matter content and pedagogical/andragogical content. Training materials included teacher-generated, student-generated, and commercial materials. (Appendixes, amounting to approximately one-half of the report, include a 75-item reference list, a list of reports prepared during Phase I, the instruments used, and staff development site summaries.) (YLB)