This paper examines the different views about the definition of "literacy" and how it is applied in the Zambian context. It argues that the absence of a contextual definition of literacy or illiteracy has raised some doubt on the magnitude of the problem and the extent to which success has been achieved through various literacy programmes. It highlights the growth of literacy education in Zambia, achievements and problems. The paper observes that whereas many efforts have been made to improve the country's literacy rates, the government has not been able to achieve significant results compared to neighbouring countries such as Botswana and Tanzania. It attributes the dismal performance of literacy educational programmes to factors such as inadequate resources, absence of a well-laid down programme and follow-ups. Finally, it outlines some options which may not only improve the literacy rate in the country but may sustain it also.