The purpose of this paper is to consider how two distinct research methodologies differently structure for study the inputs, transactions, and outcomes of adult literacy programs. It is suggested that the appropriateness of a methodology for the study of adult literacy programs be determined by assessing the extent to which the methodology speaks to the information needs and context complexity involved. Questions involved in discussing information needs include "What is adult literacy?""How does an adult acquire basic literacy?" and "What are the teaching variables and their impact on gaining literacy?" Factors to be considered in looking at the contextual complexity of adult literacy are said to be the time in treatment, personal problems, and programing factors. Two research methodologies are discussed as they apply to research in adult basic education: conventional experimental and ethnography. Ethnographic research is suggested as having more possibilities for research on adult literacy, since the goal is to discover new variables and new relationships. The emphasis in experimental research is said to be on controlling and manipulating variables, a seemingly impossible situation in adult basic education programs. (MKM)