The purpose of this study was to assess the effectiveness of text-to-speech computer software in prison educational centers. Incarcerated adult learners with low literacy skills in two midwestern incarceration facilities used adaptive technology for a 5-month period. A statistically significant difference was found between pretest and posttest literacy scores when using a text-to-speech treatment. After the posttests, open-ended questions were asked to help clarify and add depth of understanding to the numerical results. The majority of the students and teachers experienced satisfaction with the technology experience.