This document contains four papers that were written in preparation for a national conference on building partnerships to help adult learners make the transition from volunteer literacy to adult education programs. Discussed in "Technology as an Instruction Strategy for Program Transitions" (Eunice N. Askov, Barbara H. Van Horn) are the characteristics of effective literacy instruction and effective instructional technology, benefits of and barriers to technology as an instructional strategy, computer-assisted instruction, and considerations in using technology as a bridge between literacy and adult education programs. "Setting up Transitional Programs through Effective Collaboration: A Practitioner's Point of View" (Carol Clymer-Spradling) examines the primary transitional players, transitional models and strategies, and a framework for transition and presents a case study for developing a transitional process. Described in "Learner Portfolios to Support Transitions in Adult Education" (Jane Braunger, Sylvia Hart-Landsberg, and Stephen Reder) are the principles of learner-centered instruction and assessment and ways of using portfolios to support transitions in adult education. "Strategies for Building Collaborative Relationships and Articulated Programs" (Judith Alamprese) outlines the elements of effective transition programs, illustrative transition strategies, and state supports for transition programs. (MN)