A study examined differences between a prescriptive individualized approach to literacy instruction in adult basic education (ABE) settings. Six ABE classrooms participated in the study with four continuing traditional literacy instruction and two providing whole language-oriented literacy instruction. Average attendance per session was 12 adults. The classroom served as the unit of analysis, with a total of 60 hours of observation conducted by a trained observer over the 6-month implementation phase of the year-long project. The findings revealed substantive differences between the two modes of instruction along various dimensions of educational climate. Interpreted broadly, the findings suggest that whole language-oriented instruction is more andragogical in nature, more supportive of higher-order thinking with print, and a more compelling form of literacy acquisition for adult learners. Implications for ABE policies and practices were identified. (60 references and 13 tables/figures) (KC)