This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how skilled they were at various reading-related tasks. Relationships among the changes in habits and perceptions and reading achievement are explored. For 36 of the 81, a six-month follow up interview was conducted.