A study of the type and extent of learner participation in the instructional and management aspects of adult literacy education is reported. The literature on learner participation is reviewed, and three purposes for active learner participation are discussed: efficiency, personal development, and social change. The results of a national survey of literacy programs in the United States are then presented. Survey results found that in instruction, learners are in some cases actively involved in planning, evaluation, peer teaching, reading and writing instruction, field trips, and artistic activities. In management, learners are taking leadership roles in public awareness and advocacy, governance, learner recruitment, mutual support, conferences, community development, program staffing, income generation, and staff recruitment and training. Findings from the survey and interviews suggest that this interest is evident across the field of adult literacy education, particularly within community-based and volunteer programs. Intensive case studies describing participatory activities in two volunteer programs, two minority-language programs, and two programs for low-income women are offered. The origins, limitations, strengths, and critical conditions for participatory efforts are analyzed, and recommendations for improving and expanding use of participatory practices are made. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)