Views of former adult literacy students about their learning experience were ascertained in a study. Semistructured interviews were conducted with 68 former students from 2 adult literacy programs in the Inner West of Sydney (Australia). A literature review focused on the following topics: characteristics of adult basic education (ABE) students; reasons for participating in ABE programs; program outcomes; articulation; and reasons for leaving ABE. Approximately half the interview sample gave employment-related reasons for participating in adult literacy classes. Participants expected a school-like environment. Respondents' feelings about the learning experience were affected by the following factors: teacher-student relationship; student relationships; changes in teachers; class size; lesson content; and approaches to teaching. Not all participants were happy with their learning experience, but they almost unanimously claimed to have achieved positive outcomes from participating. Both classroom-related and nonclassroom reasons for leaving were reported. Suggestions for improvement focused on ABE program structure or curriculum type issues. Major study findings included: (1) positive outcomes repored by participants; (2) the discrepancy between expectations and the reality of ABE programs; and (3) the disparate range of students' ability levels and needs. (Appendixes include enrollment statistics, an interview guide, and 55 references.) (YLB)