An Australian study investigated the destinations of adult literacy students in nationally-funded programs, including their economic and employment patterns, educational development (maintenance of educational involvement and advancement, skill development), social well-being (family and personal development, life satisfaction, self-esteem), and community participation and enjoyment of community facilities. Data were collected over four years using a combination of survey and case study analysis and drawing on other research and policy information. Results indicate adult literacy education participants had diverse expectations and motivations, making evaluation of program impact inappropriate; literacy gains were only part of student motivation. Participants developed a noticeable shift in reading and cognitive problem- solving strategies, clearly moving away from dependence on tools and personal support. Literacy classes significantly improved employment opportunities, but inequities persisted. Sociability measures were initially higher while students were in the classroom, but this appeared a temporary effect. Retention rates differed for sample groups. Only a small proportion pursued further study, but overall, social and community participation increased. Functional and everyday literacy activities were substantially and positively altered for participants. Recommendations for program improvement are made. (Contains 49 references.) (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)