This document contains information about and from a study of the experiences of 41 adults enrolled in adult basic education/English for speakers of other languages (ABE/ESOL) programs that was conducted to determine what their learning meant to them and to identify strategies for developing a new pluralism in ABE/ESOL classrooms and teaching to multiple "cultures of mind." Chapter 1 situates the study's approach within the context of the ABE/ESOL literature. Chapter 2 provides an overview of the study methodology and the developmental perspective underpinning the study. Chapters 3-9 consist of the following reports that emerged from the study: "Our Developmental Perspective on Adulthood" (Nancy Popp, Kathryn Portnow); "A Developmental View of ESOL Students' Identity Transitions in a Urban Community College" (Deborah Helsing, Maria Broderick, James Hammerman); "'Becoming What I Really Am': Stories of Self-Definition and Self-Expansion in an Even Start ABE/ESOL Family Literacy Program: A Developmental Perspective" (Kathryn Portnow, Ann Diamond, Katie Pakos Rimer); "'Not I Alone': The Power of Adult Learning in the Polaroid Cohort" (Eleanor Drago-Severson, Jennifer Garvey Berger); "'We're Trying to Get Ahead': A Developmental View of Changes in Polaroid Learners' Conceptions of Their Motivations for Learning, Expectations of Teachers, and Relationship to Work" (Eleanor Drago-Severson); "Competence as a Developmental Process" (Nancy Popp, Lisa Boes); and "Towards Meaning-Centered Considerations of Policy and Practice: Summary and Implications." Most chapters contain substantial bibliographies. A standardized measures analysis report and developmental skill matrices are appended. (MN)