Childhood sexual abuse research demonstrates that a broad range of social and behavioral deficits may follow the victim into adulthood. Professionals in many service domains, including those in adult learning settings, encounter these deficits in their service populations, often without the benefit of educational background or resources to understand the barriers against which affected adults may struggle. A field project was designed to gather baseline information concerning how professionals in adult education settings respond to learners with histories of childhood sexual abuse. Through a survey questionnaire method, a representative sample of 108 adult educators and learning support personnel were asked about screening for childhood sexual abuse history, the presence of onsite services for individuals with this background, and the adult competencies perceived to be important for these adults to achieve. The project revealed that screening for childhood sexual abuse history varied considerably according to the type of adult learning support settings surveyed. The services provided also were different, depending upon the educational setting. Respondents, however, were consistent in identifying adult competency or achievement needs among those with a history of childhood sexual abuse. The project findings also supported the notion that adults with long-term childhood sexual abuse effects may comprise a population with distinct learning needs. (Contains 91 references.) (Author/KC)