Two separate research projects were undertaken in Georgia and Texas to examine the current and future needs of older adults for functional literacy and to analyze the involvement of adult basic education (ABE) programs to better serve those needs. The projects involved literature reviews; mail-out surveys; and one-on-one interviews with senior citizen nutrition site directors, ABE coordinators, ABE teachers, and older adults enrolled in ABE programs. These two research projects were analyzed from the perspective of obtaining key strategies for effective instruction in functional literacy skills and student recruitment strategies. Based on the analysis, it was concluded that subject matter must be relevant and taken from both the ascribed and expressed concerns of older adults. Furthermore, ABE instructors would do better to use an individualized, personal approach with older learners. When feasible, classes should be conducted in facilities designated for older adults. Results of the Georgia and Texas projects also point to several areas in which further research is needed. Particularly needed is inquiry leading to the development of an operational definition of literacy for the undereducated older adult. In addition, research measurements must be developed with and for the older adult; and, when research involves an intergenerational sample, a proportionate number of adults should be included in that sample. (MN)