A 2003 qualitative study examined the perspectives of 70 stakeholders in two adult literacy programs in Manitoba, Canada. Two stakeholders were Literacy Working Group (LWG) chairpersons, who held administrative positions akin to public school boards. Of particular significance to these administrators were issues related to program coordination, instruction, finances, and community image. The experiences that they shared reveals a familiarity with program operations that is unrecorded elsewhere in the literature on adult education. Therefore, in addition to exposing the challenges faced by voluntary board members, this article's examination of their perspectives opens an avenue for further exploration of similar administrative bodies in other settings. The primary lesson to be learned is that optimally successful programs/organizations depend on more than just the good will of their volunteer boards and paid staff; they also rely on administrative savvy and the mutual exchange of information for the purpose of improving policies and procedures.