Following the results of the International Adult Literacy Survey (IALS) in 1996, there has been an upsurge of interest in adult literacy in New Zealand. This interest is reflected in a national adult literacy strategy with foundation learning as one of the government's six priorities for the postschool sector. One result of this policy change has been a move to diversify adult literacy provision. This article reviews the development of a family literacy program in an area of high need and discusses a number of issues that have arisen in the program's development based on a series of formative and process evaluations. (Contains 1 table.)