Adult basic education represents a marginalized field that addresses the needs of a largely marginalized population: adults who are viewed through a deficit lens labeling them as being underprepared. This article examines particular challenges and strengths of adult learners in basic education programs (including literacy, English language, and adult secondary preparation), the affective issues that have bearing on their relative ability to be present to learning, and the ways in which adult educators at program and policy levels might address these challenges in order to make adult learning more productive and useful for all concerned.