This booklet, developed by the Southampton (England) Adult Education Panel, provides a demonstration of how the barriers to education and training that confront disadvantaged adults can be overcome. It identifies 16 barriers to access as follows: money; value dominance in race, gender, or social class; child care; physical disability; bureaucracy; timing; information; language in publicity; language in learning; previous education; location; ownership of resources; previous experience; lack of confidence; inappropriate structure of courses; and irrelevant content. Case studies of programs where each of these barriers are overcome are provided. Each case study gives the background, identifies the main barrier, lists other associated barriers, describes how the barriers were tackled, and describes the outcomes of the project. Key points are summarized and an information contact provided. A framework for looking at access opportunities identifies a provider model and a user model. Four stages for influence and action in developing strategies to improve access opportunities to education are identified as follows: individual action involving a change of individual attitudes to learners; institutional action involving institutional reorientation without extra resources; institutional action requiring extra resources; and wider policy and curricular action involving fundamental changes in institutional attitudes, policy, and resources. (CML)