Nutrition education for the elderly sometimes has obstacles because of resistance to change and apathy among the elderly. These obstacles have not been challenged by enough programs in nutrition education. Need exists to dispel misconceptions by professionals with respect to nutrition education programs for the elderly. Also, creativity in leadership is needed for nutrition education programs for the elderly. Focal points in this paper include: prevention and the elderly, intellectual capacity, long-standing eating habits, and degree of changes expected.Until recently, no major commitment has been made to health education for the elderly, and this is as true for nutrition as for other considerations that affect the health of older persons. Carlin (1975) concluded from a review of the literature that nutritionists have rarely addressed such important questions a s "the who, what, where, and when issues of nutrition education for this particular group."An even more fundamental question might be "why not?" What factors have accounted for this reluctance to support nutrition education for the elderly? There are at least four such factors; some apply to health education generally and some to nutrition education more specifically. Moreover, these factors reflect our understanding of and attitudes toward the aging process.