Despite increasing ethnic diversity globally, there has been little research into meeting the further education needs of these learners (Bidgood, Saebi, & May, 2006). In particular, the international literature provides scant understanding of how organizations go about meeting the literacy needs of adult English language learners (ELLs). It is recognized, however, that organizational factors can have a significant impact on the effectiveness of adult education (Fincher, 2010). This paper provides insights into the organizational strategies adopted by one educational provider in its endeavours to meet the needs of adult ELLs in a context similar to Hargreaves' (1994) description of a "moving mosaic" (p. 195). Case study data gathered included individual interviews with senior managers, a focus group discussion with teachers, and document analysis. Amidst the uncertainties of a shifting environment, three key organizational strategies appeared to help in sustaining the goal of maintaining a student-centered program: flexibility, internal and external collaboration, and a leadership model that provided clear direction as well as engendering a sense of shared purpose.