A study concentrated on adult learners and their adaptability to electronic mail (e-mail). The sample (n=168) was composed of all graduate students taking an introductory educational research class during spring 1996 and graduate students taking a measurement and evaluation class during summer 1996 at a public state university. Students were randomly assigned to either an experimental and a control group. Both groups were taught how to use e-mail, and both groups received a minimum of four messages from the researcher. At the beginning of the term, all students were given the Hardy Educational Learning Profile instrument that evaluated learning profiles of interaction, approach, or information source for learning; preferred ways of gathering information; and preferred ways of processing information. The experimental group received more personal, caring (mentoring) messages; the control group received neutral messages that conveyed general information. Results indicated student responses of type of message sent were significantly higher in the mentored group; and inner-directed students replied more often than outer-directed students. (YLB)