This qualitative research examined Adult Education teachers' understanding of the role of formative assessment that will improve their instruction, and the strategies and techniques teaching English as a second Language. The researcher employed a Teacher Learning Community (TLC) model that focused on conversations involving all participants and interviews with individual participants. Supported by Mezirow's Transformative Learning theory this research guided participants in exploring new ways of teaching and learning and evaluating the quality of their formative assessment. The qualitative data from the research included participants' reflections from the TLC meetings and their input during a one-on-one interview with the researcher. Various themes emerged from the data that affirmed the effective use of a TLC to support participants in their formative assessment as well as the impact TLCs had on participants' learning. Analysis of the data further showed evidence that teachers complied with the collaborative aspects of a TLC model and allowed for transformation of their instruction to unfold. Based on the findings, recommendations were made to justify the effectiveness of TLCs to improve participants' use of formative assessment. Implications and suggestions for future research were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]