This article presents my views and reflections on working with adult ESL learners at a community-based adult literacy program in the Southwest. In this article, I share my experience working with adult learners learning English as a second language and critically address and discuss issues significant to the learners in their language and literacy education. In particular, I examine and reflect on the pedagogical practice of dialogue journal writing that brought the class together in the place where learning became the most meaningful, authentic, and collective experience. I believe that the issues discussed in the article are of interest to teachers, researchers, and teacher educators in the field of adult literacy education.