The purpose of this study was to examine how African American grandmothers caring for their grandchildren promoted literacy for themselves and for the children in their care. A descriptive-qualitative approach to collecting and analyzing data was deemed most appropriate for addressing the study questions. In-depth interviews were held with eight grandmothers, ranging from 46 to 70 years who identified as primary caretaker of their grandchildren. The conceptual frameworks for this study were adult learning and the theory of kin keeping. During the analysis process, a line-byline thematic analysis was conducted. The major themes that emerged from the data analysis were formal learning and informal learning. Implications and conclusions from the study's findings are presented.