"Andragogy," a term European adult educators have been using as a parallel to pedagogy, is defined as the art and science of helping adults learn. Learners, as characterized in the andragogical model, are self-directed; enter educational programs with a great diversity of experience; become ready to learn when they experience a need to know or do something; are life-centered, task-centered, or problem-centered; and are motivated by internal self-esteem, recognition, better quality of life, and self-actualization. In addition to these inherent assumptions, learning occurs in context; its significance relates in part to its impact on those contexts; and learning from experiences is a unique meaning-making event that creates diversity among adult learners. The basic format of the andragogical model is a process design that uses life experiences. Recognizing the importance of using the andragogical model, the author describes how she created her alternative-certification class syllabus in which she considered the structure (the unique characteristics of the adult learner), the strategy (reviewing the literature on teaching new teachers how to teach), and the format of the scenario in the process of reflection. (Contains 1 figure.)