This monograph focuses on adult education programs and (1) why needs assessment is necessary, (2) how to assess needs, (3) how to assess the needs of special groups, and (4) how to assess program needs. In the first of four sections the administrator's role is described, and the term "needs" is defined. Models are proposed for individual and institutional behavior. Section 2 reviews three assumptions as to why the assessment is being conducted; for example, the first assumption is that a needs assessment process leads to program support. This section advances an eight-step process for assessing needs: identify program goals, identify needed data, identify data available, identify data that must be gathered, gather data, identify discrepancies, rank order identified discrepancies, and begin the program development process. How to gather and manage data are also examined. Section 3 focuses on the needs of specific adults. It is suggested that criteria, such as age, ethnicity, socioeconomic status, handicaps, and educational status, can be used to identify program requirements for various subgroups. The involvement of community agencies in meeting special group needs is recommended. The report cautions against involvement with vested interests and notes particular problems in obtaining data from certain subgroups. The final section advises the use of the eight-step model to identify program needs. (CSS)