For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and student work served as data sources to document the results. Suggested steps for the implementation of personal glossaries, pedagogical implications for the teaching of second language vocabulary, and suggestions for future research are provided. (Contains 6 figures.)