In the field of international adult education, mass literacy campaigns enjoyed wide support in the 20th century, when they were seen as a way to increase the participation of previously marginalised and excluded populations in national development. Cuba's 1961 campaign achieved iconic status, but was only one of many successful campaigns in Latin America, Africa and Asia. In the 1990s, while mass literacy campaigns continued in many countries, scholarly interest in them declined under the influence of World Bank empirical critiques of their effectiveness and increasing postmodern scepticism towards the socialist "grand narrative" of liberation which underpinned some of the more famous examples. Recently, the mass campaign model has gained new impetus through Cuba's international literacy missions, which use an approach known by its Spanish name, "Yo, Sí Puedo" [Yes, I Can]. This paper reports on the deployment of this model in two very different settings, one being a national literacy campaign in Timor-Leste, a newly-independent island nation in the Asia-Pacific; and the other a pilot campaign in an Aboriginal community in Australia. The authors have utilised participatory action research methods to evaluate the model in both countries, and locate their comparative analysis in the theoretical tradition of popular education.