Learners' views on their progress and achievement in literacy and numeracy were examined in a study during which practitioners from eight further education colleges in England interviewed 70 adults (ages 16 to over 60 years) enrolled in literacy, numeracy, or English-for-speakers-of-other-languages programs. The metaphor of traveling on a learning journey was used to facilitate discussion between learners and researchers. The following were among the study's key findings and implications: (1) the learning journey metaphor is an effective tool for stimulating discussions of learning experiences; (2) tutors should take deliberate steps to develop equal working relationships with learners that recognize and value the strengths and knowledge each can bring to the process; (3) learners' confidence and skills to participate in learning processes develop as learning progresses; (4) learning programs should include learning outcomes relating to learners' aims that are not specified in the national curricula; and (5) strategies for measuring and validating learning gain that reflect learners' ways of knowing should be developed and piloted. The following items are appended: a discussion of the learning journey metaphor and suggestions for using it; the interview framework; and lists of the research team members, steering group members, and learning and skills research networks. (Contains 11 references.) (MN)