The history and philosophy of the adult learner are reviewed with regard to how far the movement to education has gone in higher education. Trends and implications of adult participation in higher education are discussed. The adult learner is compared with traditional-aged students, his learning ability is examined, and a conceptual framework for adult programs is described. The impact of the adult learner on the university is discussed in terms of: academic quality; responsibility in an urban setting; the "new" clientele and the "old" image; developing a nontraditional curriculum (i.e., faculty involvement, flexibility, evaluation, continuing education, and instructional technology); changing institutional practices such as admissions and counseling, campus life, and financial problems. Five policy statements and their implications are suggested. A seven-page bibliography is included. (LBH)