A case study was made of the participation and results of participation in an adult basic education (ABE) class by an African American student in her mid-40s. The woman had been a janitor and was promoted to supervisor of 17 custodial employees in building management. She attended ABE classes for 3 years. During this time, she advanced through several levels of the Learning Unlimited Program. She was especially good in reading, and had some skills in writing; she struggled more in mathematics. She worked hard in class and seemed to enjoy being there. Her supervisor reported that her skills and self-esteem had improved. Toward the end of the 3 years, however, as a result of the strain associated with maintaining a full-time job, raising a child, and personal problems, the woman stopped attending the literacy classes. Despite her previous good attendance, she had not made enough progress to go on to a high school equivalency program, nor had she incorporated all the literacy skills she had learned into daily life. It was thought that she might have been helped more by a more contextual and less skill-based curriculum, if such a program had been available. Case studies such as this can be used to evaluate literacy education efforts and make appropriate policy reforms. (KC)