The research reported in this paper aspires to shed light into adult digital literacy using learners' and educators' experiences and perceptions at Second Chance Schools, a project in Greece aiming at combating social exclusion through education. In exploring the above, this investigation uses a case-study approach within a qualitative paradigm and draws upon a heuristic that brings together a set of ideas on adult program development to guide research techniques and analysis procedures. The latter focuses on five key elements of program development for adults: needs identification, planning, design, climate, and evaluation. The findings identify the importance placed by the participants on digital literacy and indicate some tentative points and practices that, when suitably adapted, could pave the way for effective preparation and delivery of digital literacy courses for adults. (Contains 1 figure.)