The background and major activities of a 2-year study on adult English-as-a-Second-Language (ESL) programs and practices are reported. Descriptions are provided of the nomination process for programs that teach literacy to adults not fully proficient in English, and the study site selection and case studies of nine programs are described. The programs include the following: Haitian Multi-Service Center (Dorchester, Massachusetts); Refugee Women's Alliance (Seattle, Washington); Literacy Education Action, El Paso Community College, Texas; Literacy/ESL Program, International Institute of Rhode Island; UAW (United Auto Workers)/Chrysler Tech Prep Academy (Ypsilanti, Michigan); El Barrio Popular Education Program (New York, New York); Project Workplace Literacy Partners for the Manufacturing Industry in Cook County (Illinois); Arlington Education and Employment Program (Virginia); and Lao Family Community of Minnesota, Family English Literacy Program. Study results suggest the following: (1) increased access to classes and skilled teachers; (2) comprehensive long-term planning that takes into account quality and funding cycles; (3) staff development geared to adult ESL literacy; (4) improved career paths for adult ESL literacy teachers; (5) reconciliation of the diversity of program types and approaches with funders' desire for program comparisons and accountability; (6) development of alternative assessment instruments; (7) forums for practitioners to share ideas; and (8) longitudinal research to determine which approaches work under which circumstances. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)