An investigation was conducted of the implementation of a new orientation procedure for adult basic education students in 17 classes spread throughout three rural counties and one city in the Dublin, Virginia, area. The new orientation procedure was contained in a guide that called for teachers to implement it in five consecutive class periods. Learners were to receive program information, to set and prioritize goals, and to realize their weaknesses and strengths through various assessments, including the Tests of Adult Basic Education (TABE). Information was gathered through audiotaped interviews with six female teachers about how they were using the orientation process. The study found that teachers implemented the orientation process with their students' needs in mind. They appreciated the guide as a ready-to-use resource and viewed it as a valuable reference. The teachers also related that they tried hard to create a comfortable environment for their students through conversation and sharing of personal experiences and that they appreciated the flexible framework of the orientation guide. On the other hand, the teachers agreed that the orientation procedure is too long and that it should be shortened so that students could get to the content learning that brought them to the classes. The study concluded that all the teachers used the guide and were happy to have the resource, which they implemented in various ways to meet their students' needs. Recommendations were made for additional activities in the orientation guide and more teacher training on assessment. (KC)