The current state of adult numeracy research and practice was examined. Data were collected from available literature and test data about adult numeracy instruction, as well as from telephone interviews with directors and teachers in 30 randomly selected adult education programs in three states. Among the key findings of the study were the following: (1) employers increasingly desire not only proficiency in the basic mathematical operations, but also broader general problem-solving skills and facility with communicating about quantitative applications; (2) despite growing recognition of the importance of numeracy, there is little evidence of full integration of mathematics education with adult literacy instruction or use of assessment methods that adequately evaluate the numerical skills needed in daily life; and (3) current literacy teachers need more preservice and inservice training in numeracy instruction and more effective instructional materials. It was concluded that full integration of numeracy instruction into adult literacy programs will require increased funding and staff development, infusion of mathematical training into specialized adult literacy programs, and reexamination of student assessment/placement and data reporting procedures. Efforts to upgrade teachers' numeracy teaching skills and systematic research on numeracy instruction techniques and workplace numeracy requirements were recommended. (MN)