The purpose of this thesis is to find out the central, essential, and important issues concerning teaching adult students within the municipal adult education system in Sweden. In accordance with the used method, Grounded Theory, the research question runs as follows: What is the main concern of adult educators and how do they deal with it? Formal and informal conversations with and between adult educators, classroom observations and events occurring outside the classrooms were used as data. A constant comparative analysis of empirical data, supported by literature and results from previous research ended up in an empirical grounded theory. The main concern of the adult educators is the high degree of absence and the many dropouts among the students. To avoid this, a majority of the educators perform motivational work through pedagogical and social actions and try to find a balance between teaching and caring. A majority of the adult students, though, have needs that are of a socio-emotional kind; a caring dimension seems to prevail. So, the educational assignment becomes secondary to the social one, but the acts of caring are both of final and instrumental value. By teaching and caring, the adult educators try to help their students to lead a good life either at the moment or in the future, and to experience Quality of Life, the latter have to be motivated to attend school regularly. According to the andragogical principles, adults are responsible and motivated to learn by nature. However, this study shows that there is a distance between the ideal adult student and the actual one and that adult educators have to take on both the responsibility and motivational work. An informal theory, generated out of a basic set of values and an experienced-based knowledge that is vital to adult education, is thus put into educational practice.