A thorough search of the literature revealed only nine articles published since 1993 that focused on nutrition education for older adults attending group classes and that measured outcomes. A table summarizes the reports, including the theoretical bases, descriptions of interventions, participants and comparison groups, program outcomes, methods of verification, and follow-up after interventions. Only three of the studies explicitly indicated that elements of a stated behavioral change theory had been incorporated. All of the educators employed a variety of older adult educational strategies to enhance learning. Six research teams reported on classes where nearly half or more of the participants represented minority groups. Six studies included comparison groups. Types of outcomes included measurements of change in knowledge, attitudes/ beliefs, behaviors, and/or physiological measures, but the actual variables examined differed among reports. No consistent patterns were detected among reported outcomes. The longest follow-up after interventions ceased was seven months. The review addresses issues raised from an analysis of the quantity, quality and findings of the articles and makes suggestions for future research and offers preliminary ideas for developing group nutrition education classes for older adults. This is one of a series of reviews of recent literature on nutrition education for older adults.