A study examined issues of teacher professionalization within adult literacy education. Relevant research and theory on professionalization were reviewed, the historical experiences of other professional fields were examined, data on state certification requirements for adult basic education (ABE) teachers were analyzed, officials from states having such requirements were interviewed, and focus group discussions and interviews were conducted with adult literacy teachers and program administrators in the Chicago area. It was concluded that the debate on professionalization is likely being impeded by the existence of the following unstated beliefs or premises regarding the nature of ABE: (1) the right of adults to education; (2) state responsibility for the education of adults; (3) the role of teachers in achieving/improving educational quality; (4) the effectiveness of teacher training; and (5) the existence of a body of knowledge relevant to adult literacy education. It was further concluded that the quality of the ABE teaching force will be improved only through close collaboration of practitioners, researchers, and policymakers and on their finding common ground on the five issues identified. (The bibliography contains 46 references. Appended are three tables detailing state teacher preparation/certification requirements, states' teacher training expenditures, and the relationship between them.) (MN)