Using the database from the Pennsylvania statewide evaluation of family literacy programs, researchers studied types of participation in the adult education component engaged in by various subgroups of clientele. Adult education achievement (as measured by standardized tests) was related to the intensity of participation and less so to duration for certain groups. Women in ESL programs, however, participated more in both duration and intensity to attain high achievement levels. Employment and being a single head of household negatively affected both types of participation. Caucasian women participated more in parenting education and parent-child interaction time. Implications for providers and researchers include tailoring participation strategies to specific subgroups of clientele to increase achievement in adult education.