This paper summarizes the results of a literacy content knowledge survey and assessment administered to adult education providers in Kentucky (n=520). This descriptive study focused on two main goals: 1) to obtain a description of Kentucky adult education programs including instructors' backgrounds, professional preparation, and teaching experience; and 2) to determine literacy content knowledge levels related to effective literacy instruction. Results show the majority of adult education providers performed highest on questions related to fluency instruction. Participants had the most difficulty with informal assessments of vocabulary development, alphabetics instruction, and emergent literacy skills.