This article examines the 2003 National Assessment of Adult Literacy (NAAL) to develop a profile of immigrant adults with varying levels of oral English proficiency. The NAAL data on adult limited English proficient (LEP) immigrants are used here to examine their education levels, workforce involvement, incomes, use of public benefits, participation in English as a Second Language instruction, and English literacy levels. The purpose of this article is to contribute to the body of research and policy literature on importance of English skills and literacy for adults' education and workforce development. The authors conclude that adults with low and medium oral English proficiency differ significantly along a number of dimensions that should be considered by policymakers and educators as instructional services are developed and program funds allocated for LEP adults. (Contains 6 figures, 6 tables and 21 footnotes.)