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In recent years there has been a growth in TAFE provision of training for community development workers. Teaching community development brings both opportunities and dilemmas for educational practitioners. Opportunities arise because the goals of community development are parallel with the social action approach to adult education. Dilemmas arise through the practical issues presented when trying to translate these goals into an institutional context. The author suggests some strategies that may be useful in developing consistency between the underpinning theory of the discipline, and the experience available to learners in the educational context.