In reviewing the literature related to education for family life, this discussion focuses on three main areas: the need for such education, trends in the development of family life education programs, and the results of evaluations of a wide range of programs. Evidence was found concerning (1) the key role families play in their members' well-being, and (2) increasing pressures on families. Changes in the practice of family education over the last 15 years are pointed out. Specifically, it is argued that the growth of family systems theory, research into the characteristics of healthy or coping families, and the development of experiential education have influenced the development of programs. Evaluation is seen as essential for identifying characteristics of effective and acceptable programs, protecting clients, improving practice, informing the community of the effectiveness of various programs, and supporting calls for funding. Difficulties in evaluation and the strengths and weaknesses of various approaches are reviewed. Almost 60 published evaluations of family life education programs were found; the evaluations of many programs being developed show them to be effective. In conclusion, some clues to the relative effectiveness of different approaches are identified, some tentative guidelines for the further development of programs are proposed, and areas needing further research are indicated. (RH)