To obtain information on adult educator education in Latin America, two approaches were used: (1) data collected via e-mail or through the website of the Universidad Pedagogica Nacional de Mexico and (2) interviews with directors, coordinators, teaching staff, and students in six teacher education programs in Mexico, Brazil, Argentina, and Colombia. Interviews explored eight dimensions of the adult education profession: the trade (competencies, not exclusively pedagogical), systematic theoretical body of knowledge and its dissemination, code of ethics, labor and salary conditions, collegial organizations, social recognition, institutionality, and relations with higher education. Findings in these dimensions included the following: (1) all programs consider educators' practice as the fundamental axis for teacher education; (2) although a commonly accepted theoretical body is lacking, all programs promote research; (3) ethical values are more implicit than explicit; (4) adult educators' salaries and working conditions are mostly poor; (5) adult educators lack a common identity that a collegial organization could bestow; (6) the work of adult educators is not well recognized by governments; (7) the degree of institutionality varies with the national context; and (8) five of six programs have formal relationships with universities. Results indicate that existing university programs to prepare adult educators are limited and recent, and there are few efforts toward professionalization. Lack of public education policy and resources exacerbate the fragility of the field. (Contains 18 references.) (SK)