ABSTRACT
Despite all the research into how adults learn, it must be acknowledged that the teaching and learning transaction is not always a smooth process. Barriers to learning are encountered in many forms ranging from failure to participate in learning in formal settings, to participants experiencing stress about a new learning environment, or resisting new information and skill development once engaged in instructional programs. Although there are no universal remedies for these problems, an awareness of their possible causes provides greater potential for perceptive educators to overcome such barriers.
