Community-based adult learning (CBAL) focuses on improving the quality of life for the most disadvantaged and has a different ideology, methods, and curriculum from mainstream education. This Scottish case-study investigated the main changes that had impacted on CBAL provision in the preceding three years. These were: a reduction in funding for CBAL and its undervaluing by other professions; the impact of COVID-19 on learning and teaching; the importance of CBAL in promoting wellbeing. It is argued that these Scottish issues are similar in their impact to other Western countries; negatively because COVID-19 has exacerbated inequalities in the education available to the least advantaged, and positively in that CBAL practitioners have demonstrated the value of their work especially in addressing digital inequalities and mental health issues.