A study followed up 27 disadvantaged adult students (13 by interviews and student and tutor questionnaires, 12 by tutor questionnaires, and 2 by student and tutor questionnaires) who were identified as "ready to move on" from their adult basic education (ABE) program at Hackney Adult Education Institute and Hackney Reading Centre (England). Biographies were developed for each of the 27 students, and patterns of progression were identified. These patterns included employment and vocational use of ABE, use of leisure classes to obtain needed skills and resources, and dropping in and out of ABE classes. Few students followed the traditional pattern in which educational qualifications result in enhanced employment opportunities. Factors that made progress possible included the following: (1) the built-in flexibility of ABE to respond to student needs; (2) the provision of advice and guidance; (3) students' age (younger students had greater educational choices); and (4) definitions of student success. Recommendations include increased student financial support, creation of modular courses, outreach by colleges, study skills support, child care, and access for disabled students. (The student and tutor questionnaires are included in the report.) (KC)