A study focused on facilitating progression for adults from nonvocational adult education to qualification-bearing courses in further education (FE) and studied their patterns of progression and which factors helped or hindered such progress. Information was collected from adult learners in 10 adult and FE organizations in Britain through a questionnaire and interviews of selected students who had progressed from informal courses. Two groups of students were chosen: learners on courses that primarily led to national qualifications and learners on "informal courses" that did not. Both groups showed a general pattern of movement from preparatory, general, or basic education courses to mainstream, qualification-bearing academic or vocational courses. Much adult provision was of a stop-start nature. Four features aided progression: good teaching, building of personal and study confidence, access to built-in advice and choice, and progression targets and opportunities. Courses that encouraged progression offered the following: supportive teaching, stimulating subject matter, a friendly atmosphere, teachers who could relate to adults, and information or advice about the learner's next steps. Institutional factors that contributed to achieving progression included timing or location of classes, provision of support facilities, a reasonable fee level, provision of childcare facilities, and a welcoming adult ethos. (Appendixes contain 17 references, institutional audit form, and instruments.) (YLB)