The factors determining foreign language abilities have received copious attention from foreign language studies, and these research findings provided highly converging pedagogical implications for language teachers. However, not many studies have focused on non-academic learners especially with respect to their literacy skills. To fill this gap, the present study investigated 144 non-academic adult English learners' literacy skills by conducting background surveys and a placement test which were then analyzed with standard and sequential multiple-regression. The major finding of this study was that the model that includes the length of time studying English, self evaluation of reading, and education level was the most efficient combination of background variables to predict both writing and reading scores of this particular population.