This paper was designed to show that the two seemingly disparate concepts of andragogy (the study of how adults learn) and whole language are compatible and should be considered by planners and implementers of adult literacy programs. Guiding principles that both andragogy and whole language share are: (1) active participation of learners; (2) use of real-life situations; (3) learners learn best when they have a need; and (4) learning is built upon past experiences. Whole language strategies suitable for the adult learner include: the language experience approach; use of meaningful texts; retelling and reacting; writing to solve everyday needs or problems; and strategy instruction. A middle-level manager in a large corporation worked in a tutorial situation for a year-and-a-half to improve his reading and writing skills. The tutor used a variety of whole language approaches suitable for adult learners. To motivate the adult literacy learner, the tutor used the manager's Vietnam War experiences and his desire to read and write to and for his kindergarten child. Many adult literacy learners, such as this manager, can profit from instruction that combines whole language principles and andragogy. (RS)