This document presents 10 case studies of adult community education programs (ACE) in the state of Victoria, Australia, in the mid 1990s, that were identified as exemplifying the following principles of good practice in ACE: expansiveness, integration, responsiveness, innovation, belonging, explicitness, autonomy, accessibility, synthesis, and coordination. The courses profiled represent a broad cross-section of subject areas (child care, prevocational education, furniture restoration, small business development for women, Koori Art, literacy and community decision making, women's issues, tourism, applied sport psychology, and horticulture) and formats (including formal part-time and full-time courses, discussion groups, workshops, courses that use community resources rather than textbooks, courses taught primarily by one instructor, and courses taught by a series of different instructors). Each profile contains information about some/all of the following aspects of the program: history; educational characteristics (philosophy, aims, development stage, length, delivery mode, prerequisites, content and methodology, competencies/expected learning outcomes, assessment criteria/methods, reporting/certification, accreditation status, pathways); good practice criteria; student characteristics; and administration and resources. Appended are the following: discussion of criteria for identifying good practice in adult education; range/spread/mix of case studies matrix; list of principles used to select case studies; and acknowledgements. Contains 47 references. (MN)