This study examines persistence narratives of female immigrants in three public library literacy programs. The narrative analysis method was used. Transcripts of student interviews and biographical portraits were read, and incidents, images, events, and statements concerning persistence supports and barriers, literacy, and language learning were highlighted. A timeline of persistence events was built, and a persistence narrative was created about each student. The storylines and narratives for three students are presented. Emerging themes are discussed, including the role of husbands, health problems, belief in education, transportation problems, workplace issues, childcare, and the role of the library. Theoretical and practical implications are summarized, including the need for more proactive advocacy on the part of librarians for immigrant communities, the women's need for more practice in assertiveness, and provision of support mechanisms. (Contains 94 references.) (MES)