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This article is based on ethnographically-informed research carried out as part of a wider study of adult literacy education in Timor-Leste (Boon 2014). The research was designed as a multi-site and multi-scalar case study that was conducted in 2011. It included class observations and interviews with adult learners, teachers and coordinators who were involved in different types of literacy programs. In the article, I present some of the insights that I gleaned into the ways in which the research participants understood what it means to be literate, into their representations of the significance of involvement in literacy programs, into their understandings of the challenges and opportunities associated with such programs and into their discourses about literacy. The research findings are presented in three central sections of the article as follows: (1) literacy in the lives of adult learners; (2) teachers and coordinators navigating the challenges and opportunities of local literacy programs; and (3) teachers’ and coordinators’ discourses about adult literacy. The research presented here complements other research on adult literacy in Timor-Leste by building knowledge about what is happening “on the ground” in post-independence literacy programs.
