The reasons for nonparticipation in adult literacy and upgrading programs were examined in a national study during which interviewers in 12 Canadian provinces conducted in-person interviews with 44 adults who had never participated in a literacy or upgrading program. Most interviewees indicated that they had experienced transition points at which they considered participating in a literacy program or upgrading program. However, they said, a range of diversionary factors such as life context and highly developed coping strategies made such programs appear irrelevant at different points in their life cycle. In addition, intervening factors reflecting the particular constraints of their lives (including economic factors, family and child care responsibilities, and other structural barriers) made formal educational programs seem unattainable. The following conclusions were drawn: (1) strategies aimed at engaging larger numbers of potential learners in literacy or upgrading programs must be multifaceted and address both structural and perceptual factors; (2) strategies to address perceptual factors should focus on dislodging inaccurate assumptions about the nature of literacy and upgrading programs; and (3) outreach strategies aimed at potential learners should use positive images that speak to people's strengths. (The interview questionnaire is appended, along with a discussion of the study response rate and procedure for weighting variables. A 43-item bibliography and glossary are included.) (MN)