Adults who are undereducated or who lack basic skills are at a disadvantage in American society. Family literacy programs are often one of the last opportunities for adults to raise their level of education or develop skills which enable them to participate in different aspects of American society. This study explored the outcomes of adults who participated in family literacy programs with an emphasis on learner demographics. The population was N = 203 adult learners from three family literacy programs in a mid- South state. This study utilized two primary outcomes (dependent variables) including completion of an educational functioning level and involvement in community activities, as indicators of the outcome of family literacy programs. Independent variables investigated in the study included age, gender, area of residence, ethnicity, employment status, parenting status, public assistance status, and hours of instruction completed during the fiscal year. Results of the study indicated that there was a statistically significant difference between adult learners in family literacy programs from rural areas as opposed to urban areas for both dependent variables. Results of the study also suggested that differential methods should he utilized when working with adult family literacy participants of different age groupings, both genders, different ethnic groups, those who are single parents, and those who are receiving public assistance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]