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A researcher surveyed 161 students in adult education math classes at four community colleges in Illinois and 13 adult education math teachers. Both groups were asked to complete the survey from the viewpoint of a student. The respondents were asked what should math classes teach; what kind of problems they most enjoy working on in class; whether they prefer working on their own in a good workbook with teacher help, working with a partner or small group, or working as a whole class; whether they think it is more productive to do workbook word problems, seek solutions to math problems in students’ lives, or practice addition, subtraction, multiplication, and division; would they rather listen to the teacher’s explanation, practice by solving games and puzzles, watch an example being done, use rulers and other tools to help them “see” the math, or work problems in pairs and small groups; and why they were learning math. Students but not teachers were strongly unanimous on most choices, including that they thought math classes should teach rules for solving problems, would most enjoy working on the practice problems on the General Educational Development test, prefer working as a whole class, and want to find solutions to real math problems. (The author contrasts student preferences with teaching standards and suggests that respecting student preferences would keep more students in class. Contains 7 references.) (MO)