The authors examined the implementation of assistive technology in a community literacy centre's writing program for adult learners. Quantitative and qualitative analyses indicated that (a) software and instructional methods for writing must be selected according to the needs of and in conjunction with adult learners, (b) learners needed assistance from trained tutors to develop independent problem-solving skills in both computer and writing domains, and (c) outcomes need to be measured according to the goals and needs of learners. Overall, participants were able to use the technology, and they used it to build on their individual strengths. (Contains 3 tables.)