This study analyzes the goals and realities of four educated, working, adult Latina, English as a Second language (ESL) students living in North Carolina, a region seeing particularly intense migration of Latino immigrants. The study conceptually frames adjustment issues confronted by these Latina immigrants in terms of gender, language, geography, their educational and professional backgrounds, and current experiences and expectations. It concludes by offering social justice-oriented approaches to teaching English to Latina adults. (Contains 2 figures.)