Influencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important to address macro issues of policy formation, research into micro issues can also be valuable in assisting policy formation. Using information technology and communication teaching in a community centre, it considers analysis of informal daily policies and practices and what is working at the everyday level is important. Student experience examples at one centre teaching these skills to older adult are reported to show the types of policies and practices which maximised the long-term running of the centre and long periods of student retention. Like researchers addressing macro adult learning issues, it requires consistent reporting of results to educational policy-makers to remind them of what practices and policies do work for older adults.