This article reports on some of the data gathered for an Australian research project which investigated "What does the past tell us about adult literacy and numeracy policy, provision and practice?" First, the key national and some state policies which have informed program development in Australia will be outlined in order to highlight some policy shifts over the last decade. Secondly, transcripts of interviews with a sample of key policy makers and program coordinators at state and Commonwealth levels will be analysed to establish perspectives on how policies and programs have positioned adult literacy and numeracy in relation to lifelong learning and national socio-economic well-being. (Contains 5 notes.)