This paper explores the transition in research efforts that study women from the adult literacy policies and programs, through educational practices to leadership training directed specifically toward women. Literacy issues are continuing to focus on adult education, but are also expanding to the families as well. The most successful programs are those that offer an individualized, family-based approach that integrates literacy with job training. Not only do adult educational programs need to remain flexible for time, but they also need to provide the right training at a time when the adult learner is ready. Among the findings of research on women as adult learners are the following: students' desire to learn can be self-regulated; for returning women students, the sense of empowerment becomes a focus of their study; and students with clear goals are most likely to complete their studies. The research on women in training shows a direct correlation between education and training and wages earned. According to the research on women experiencing success, women can indeed play a key role in leadership positions, and training courses designed around women's leadership styles rather than traditional men's styles are especially effective. It was concluded that research directed toward learning about female students and what brings them on campus will make efforts to personalize their educational experience more feasible. (Contains 20 references.) (MN)