Students in a University of New Mexico English extension class at Kirtland Air Force Base differ in age, culture, values, and skills, all of which must be taken into account by the instructor. Most of these students are returning students with past experiences and education which most traditional students do not have, and at least half the class was older than the instructor. Despite a population different from the traditional students on the main campus, some regular strategies were helpful to adult learners, especially in aiming for a student-centered, active, and discussion oriented classroom. Key strategies for teachers to use with adult learners include: (1) asking them to assess their own skills; (2) teaching basic skills early; (3) modeling the skills and thinking you are asking them to learn; (4) providing plenty of opportunities for dialogues; (5) helping them build upon previous knowledge and experience by showing appreciation for it; and (6) emphasizing group work. In discussion, the focus can be on fostering critical thinking and analysis skills while discussing particular issues. The goal becomes helping adult learners examine and analyze their experiences so that they can write about them for others in a meaningful way. (Contains 7 references.) (CR)