This report is a summary of information from both research and experience about the assumptions and practices that guide successful basic skills programs. The 31 guidelines are basic to building a solid foundation on which effective instructional programs for adults can be developed. The first six guidelines address some important characteristics of the adult learner, including understand that adults with learning needs do not necessarily want instruction, accept the learner's fear of failure, watch for early signs of trouble, and be realistic in expectations. The next 11 guidelines provide a variety of smart strategies for organizing program operations and services: get to know the target population, maintain a proactive marketing strategy, try to reverse learners' negative association with learning, make learning a positive experience, make the program and community interdependent, make programs physically and emotionally accessible, and continuously assess the program. Fourteen guidelines suggest some proven techniques for effective instruction, such as recognize importance of learners' acceptance of a shared role, help learners think of themselves as resources, encourage short-term goals, vary and individualize instruction, think family literacy, watch for handicapping conditions, think technology, choose instructional staff carefully, use volunteers to best advantage, and acknowledge adult literacy programs are hard but rewarding work. A 36-item bibliography is appended. (YLB)