This paper examines basic skills competencies developed by Mexican immigrant adult learners through participation in (although not always completion of) adult basic education programs conducted by the Mexican, Instituto Nacional para la Educacion de los Adultos (INEA). The comparison provides the conceptual basis for configuring instructional designs and for developing individual learner strategies to improve the effectiveness and efficiency of English as a Second Language (ESL) and Adult Basic Education (ABE) programs serving Mexican-origin adult learners in California. The INEA program consists of three, sequential curricula dealing with basic literacy, core skills, and advanced skills as defined in nationally-accepted textbooks. This paper includes a summary overview of an emerging framework for understanding basic skills in the context of contemporary American worklife and social interactions to permit equitable access to employment opportunities and community life and understanding of the daily challenges faced by these immigrants in California. INEA's emphasis on cooperative learning and self-directed learning provides a solid basis for extending adult learner's educational experience out of the classroom and into real life situations, although oftentimes the individualized methodology cannot be replicated. (Contains 30 references) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/NAV)