This study examined African American students' persistence rates in an adult basic education and literacy (AEL) program by juxtaposing teacher disposition that predicts student retention in an AEL program with an AEL Integrated Education and Training program (IET) as a predictor of student success. The Teacher Attribute Survey was administered to 12 Adult Education instructors from 14 different sites, as some instructors taught at more than one site. The survey measured teacher attributes such as self-efficacy, teacher philosophy (teacher-centered vs. student-centered and constructivist vs. traditionalist), and openness to change. Results indicated that there was a significance difference between student retention in a traditional AEL program and an IET program. There was also a significant difference in teaching philosophy, which was a predictor of student success rates.