Adults looking to gain a foothold in the changing economy are seeking a college degree in greater numbers. Yet, their "non-traditional" characteristics--part-time enrollment, full-time employment, financial independence, and/or parental responsibilities--create needs and priorities that differ from those of traditional students and make it difficult for adults to enter into and succeed in the traditional postsecondary environment. Research on the topic identifies four major barriers to education for working adults: Lack of time, family responsibilities, scheduling and location of courses, and the cost of education. Community colleges often provide the access, affordability and convenience adults require and serve as the point of entry to a college degree or certification. As a result, more than half of community college students are older than the traditional-aged student. Yet even these institutions sometimes lack the total learning environment that facilitates and enhances adult learners' chances for success. Supporting and guiding this population of students can be challenging. But more colleges are now offering flexible delivery formats, specialized advising, and expanded services to help adult learners reach their goals. This paper explores how a carefully designed survey instrument can provide valuable information to institutional leaders, program directors, faculty, and staff concerning adult learners, their perceptions of the institution they attend and the directions in which institutions might move to improve services to adult learners. (Contains 7 footnotes.)