Results from a survey of 227 adult English learner (EL) faculty in community and technical colleges in the United States reveal a clear desire to better serve adult ELs, but a lack of resources specifically designed to do so. Faculty want and need more resources to support the teaching and learning process, in the form of thoughtful assessments, materials, and an underlying evidence base that can guide and improve educational opportunities for adults learning English. Findings also reveal that information about student background knowledge and skills, which research deems essential to effective instruction, is not always accessible to faculty. Even with measurement tools that do exist, faculty express low to moderate satisfaction, leading to limited insight into students' reading, writing, speaking, listening, and college and career readiness skills on a granular, teachable level. Implications that inform practice with adult ELs and further research, development, and policy are discussed.