This study addresses the primary question, "What instructional approaches typify adult literacy education in the United States?" as well as several secondary questions. To address the primary question, a survey was developed and responses were received from 598 adult literacy teachers in 12 states. When the data were subjected to factor analysis, three main approaches to adult literacy instruction resulted. We named these approaches (a) meaning making, (b) basic skills/individualized group instruction, and (c) basic skills/teacher-led group. Further analysis found that most adult literacy instructors employ a blend of these approaches and that the approaches they use vary according to instructional level, organizational sponsorship, and enrollment pattern. (Contains 6 tables and 4 footnotes.)