Theories and models of adult development over the life span provide one of the foundational pieces for gaining a clearer understandings of learning in adulthood. Only recently have adult educators spoken more forcefully about the lack of integrated research on adult women. The purpose of this monograph is to describe those missing female voices as portrayed in the literature of the psychosocial development of women and to suggest links to the practice of teaching and leadership in adult education. Three kinds of studies are reviewed: analysis or conceptualization of the psychological development of women; investigations of developmental issues with all-female samples; and materials on the teaching/learning process with women as well as women and leadership. The first section discusses the literature from two frameworks: more traditional models and entirely new ways of thinking about women's development. Three major themes emerge: the importance of relationships, women's diverse and nonlinear patterns of development, and intimacy and identity. In the second section, suggestions are given for alternative theoretical perspectives, such as critical theory and feminist theory, alternative research designs and data collection techniques, and differing subject pools. The final two sections explore how the literature on women's development could be linked to the practice of teaching adults and on women and leadership within the framework of the three major themes of development, offering practical suggestions for instructors and leaders in adult education. Contains 145 references. (SK)