This study identified the needs, aspirations, and hindrances defining and delineating adult literacy education in the Riverina region, New South Wales, Australia. Information sources were policy, opinion, memories, literature, and statistics. A profile of the region showed that the population was basically white and of Anglo-Saxon heritage. Riverina dwellers had regarded themselves as predominantly farming types, but Riverina was becoming more urbanized. The adult literacy offerings were varied and represented attempts by different organizations to respond to needs of adult learners. Their impact was affected by inadequate staffing, low levels of community information about literacy, and shoestring budgets. The literature showed different definitions of literacy that affected the debate about the regional response to literacy needs. Four separate perspectives were identified that established a specially Riverina flavor, although also having universal applicability: views of education, community attitudes toward nonreaders/writers, misconceptions about the process of becoming literate, and regional details that prevented people from pursuing literacy education. Case studies of two Riverina towns examined the importance that their populations attached to literacy and the regional features that influenced the status of literacy and access to literacy tuition. (46 references; 8 figures) (YLB)