||Adult education, in the United States, has become closely associated with vocational education. State and federal monies have only been made available for adult education in times of a national emergency or through vocational acts. The first monies to be made available for adult academic improvement programs were under the Adult Education Act of 1966. According to the 1960 Census figures, there were more than 120,000 adults and out-of-school youth in the State of Utah who had not gone beyond the eighth grade in their formal schooling. These were more than 48,000 adults who had not finished the eighth grade and additional thousands who had not completed the ninth, tenth, and eleventh grades. There were those who had received high school diplomas, but who were below the average attainment of students at those grade levels who could be classified as functional illiterates. In spite of the pressures that were exerted by the critics of public education, there seems to be substantial support for the premise that the public schools are currently serving middle and upper class white caucasians more adequately than they are members of the minority groups and youths who for some reason do not adjust to the school situation, nor older adults. Two forces are operating to bring about a renewal of interest in adult education. First is the population explosion which has crowded the classrooms to capacity. Second is 'the explosion of knowledge in the fields of technology. The increased demands made of adults by advanced technology combines with the already existing problem of the under educated calls attention to an 'educational-lag. The specific objectives of this study were: (1) to determine if there was an association between the monies allocated for adult education and the programs offered, and (2) if there was an association between the monies allocated and the success and/or failure of the programs. This was five year study which started in 1964 and carried through to 1969. During this time 8,496 students were enrolled in 846 adult classes at the cost of $7.67 per student, a total expenditure of $65,084.00. The adult classes offered were grouped into three major areas: (1) high school completion, (2) adult basic education, and (3) avocational or high interest classes. High school completion courses were the most popular classes offered having an enrollment of 2,736 students; avocational or high interest was next with 4,282 students and adult basic was least popular with 1,478 students. The students enrolled in adult education classes were quite dedicated, 6.019 or 69.7 percent finished the classes they had enrolled for and showed an average daily attendance record of 86.1 percent. Student responses showed that the people of the county was quite well satisfied with the programs they had received. In answer to the questions asked concerning help and assistancs in vocational fields, 30.8 percent indicated that they felt that they had been helped as compared with 31.1 percent who replied negatively as to job assistance and guidance, this left 38.0 percent who were undecided. Responses to questions concerning social satisfaction showed 56.6 percent feeling that they had been very satisfactory as compared with 31.1 percent who replied negatively. The information in the above paragraphs supports the contention "That there is an association between the monies spent and the programs offered; the people involved and the success and/or failure of the programs." Anytime something happens, it happens because of certain basic components that are present. Adult education happens when plans are made for it. This planning required assignment and responsibility. Assignment and responsibility reflect commitment and commitment assures necessary support and funding. Money for the support of adult education comes from several sources. It determines the nature, scope and size of the local <, program. Substantial local support is desirable in that theoretically at least, it indicates greater local interest and participation.