The purpose of this article was to explore the marginalization of adult mathematics learning within education. The problem is adult education subsumes adult mathematics learning under the umbrella of literacy. Literacy and numeracy compared in terms of their quantities of funding, directed projects, ERIC submissions, and published dissertations. Findings show of 113 dissertations in adult mathematics education from 1980 to 2000, only 34 were situated at a numeracy (adult basic education) level. Results indicate the adult education delivery systems privilege funding, services and attention into reading and writing, which has higher priority and accountability in the national system, and away from numeracy education. Results show numeracy is disenfranchised within the adult education system and must be recognized as separate from, but as worthy as, literacy. [This paper was published in: "Adult Learning," 99 (3,4) 4-7.]