Successful adult students employ strategies to learn, and effective adult education programs attend to the development of learning by enabling students to study learning processes in addition to content. Good learners have the ability to identify goals and the steps required to achieve them, identify the strengths of their own learning, actively engage in learning tasks collaboratively or independently, participate in a diverse range of educational methods, recognize learning styles and study techniques that are effective for themselves, and evaluate and make changes to their learning strategies as necessary. Translating these types of skills into the learning outcomes of any educational program is determined by the level of the class, the negotiated outcomes between the program participants and the teacher, and external constraints. Successful learning requires reflection during or after the educational experience. 'Metacognition' or self-monitoring is another essential element in learning to learn. Teachers should make a conscious effort to model and verbalize their own use of relevant learning strategies; integrate previous learning; select materials that lend themselves to metacognitive strategies; encourage students to verbalize and share their thinking strategies; provide students with feedback about how they accomplished a task; and support learners with metacognitive language and frameworks. Teachers can also help learners develop study skills, reading strategies, and resources for research. (The paper contains 6 references and a bibliography listing 14 resources about adult learning and 14 resources on study skills.) (KC)