This summary paper examines factors in achieving full adult literacy in the United States, particularly among the growing population of limited-English-proficient (LEP) immigrants. The first section offers a demographic profile of LEP adults in this country, drawing largely on data from the National Adult Literacy Survey and on a study of poverty among Hispanics. Other characteristics of this population affecting delivery of literacy services are noted, with four kinds of barriers identified: institutional; situational; psychological; and pedagogical. The second section considers what policies and resources are necessary to ensure that every adult has the English language proficiency necessary to compete in a global economy, to be active citizens and community members, and to help their children start school ready to learn. A series of questions is posed to provoke thought in these general areas of concern: systematic rethinking of all services for LEP adults; enhancing LEP adults' employability, civic participation, and involvement in their children's education; resource allocation; and policy and legislative implications. A brief bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)