The rapid changes in our society have amplified the need for adult learning opportunities. However, adults often make decisions not to persist in formal learning experiences in a smooth, linear fashion. The decision to pause or terminate formal learning is a complex behavioral decision that includes knowledge, the cognitive process, personal belief and environmental context. Since the construct of numeracy also necessitates the use of content, cognitive processes, dispositions, and context, this study examined the link between adults' numeracy abilities and learning readiness and commitment. This study analyzed the Programme for the International Assessment of Adult Competencies (PIAAC) Survey Adult Skills. The findings suggest numeracy abilities are positively related to readiness to learn and learning commit. Further analysis demonstrated a relationship between parents' education level and learning commitment. Implications of the study suggest that social and cultural capital from family background impact adult learning persistence. Thus, multigenerational educational support must be considered in tandem with basic skill interventions for adult learners. [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.]