This study examined the efficacy of general education development (GED®) acquisition and GED® completers' perceptions of college readiness and social capital using a quantitative methodology. Also, the study used a descriptive, cross-sectional research design framed by the social capital theoretical perspective. The conceptual framework developed for the study emphasized the relationship between five central issues: adult literacy, general education development completion, college readiness, postsecondary education, and social capital. The findings indicated that there is not a significant relationship between literacy level and perceptions of college readiness and social capital. The findings support the conclusion that for GED® completers, particularly those who may not be experiencing success in college, becoming college ready and attempting to produce social capital requires more than self-concepts and feelings of being valued in society.