A full-time literacy course was held during August and September, 1969, in the Chiduku Tribal Trust Land (Rhodesia). The purpose was to assess the feasibility of teaching illiterate adults the 85 lessons of the primer in an intensive course and to see if it was then possible to teach them how to keep simple farm and household records and accounts as the basis for a follow-on program. A longitudinal study was made of the new literates six months after the course. The purpose was to determine if the newly acquired literacy had become "functional" through the keeping of records under the supervision of the local agricultural demonstrator, if literacy had been retained (or to what extent), and if literacy was related to individual "modernization" level as seen in adoption of improved practices. The general impression from limited test results is that those who completed the primer managed to maintain but not improve reading and writing skills and that literacy input and the adoption of improved crop and home economics practices were positively related. The full-time approach seems feasible and offers definite advantages compared with the organization of part-time classes in rural areas. (EB)