This study investigated the degree to which the flexible design of an adult literacy program provided for efficient, effective, and satisfying teacher behavior within the social system of the providing organization. The program was a collaboration of junior high school, business community, community college, and federal agencies intended to enhance the link between home, education, and work in order to encourage lifelong learning. The focus of the study was on role expectations and personality needs of the teachers, and how the literacy program's organization accommodated them. The population served includes students aged 13-21. Seven teachers were observed in the classroom, kept journals, responded to a survey, and participated in interviews. Analysis of the data gathered revealed both facilitative and confrontational qualities in teachers' interaction with peers and administrators. Contains 36 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)