A study replicated portions of the Greater Pittsburgh Literacy Council's pilot study that addressed the effectiveness of small group instruction. The study contrasted reading proficiency gain and personal goals accomplishment across two instructional modes: small group and traditional one-to-one instruction. Three group instruction sites were selected from among the council's 12 administrative "neighborhood" Allegheny County areas. Twenty students enrolled in the three classes; 9 continued until the project's close. A comparison group of 11 students receiving one-to-one instruction was drawn from the same administrative sites and two others serving suburban neighborhoods. The Adult Basic Learning Examination and the Slosson Oral Reading Test were administered to assess reading proficiency gain. Information about personal gains accomplishment was collected from the Annual Pennsylvania Department of Education Adult Literacy Program Student Data Forms and standard council intake interview and follow-up forms. Findings indicated that reading proficiency gain did not differ significantly across instructional modes. Students receiving one-to-one instruction reported achieving a greater proportion of their identified personal goals. Reading proficiency gain correlated negatively with years of formal schooling and positively with age of students. (YLB)