Although adult educators espouse values such as inclusion and ownership, adult learners seldom play a substantive role in programmatic decision making. This collaborative research project explored family literacy participants' experiences in their program's parent advisory council (PAC). The study shows that involvement in the PAC enhanced program effectiveness, increased learners' investment in the program, and fostered capacities that learners transferred to personal, educational, and social domains. However, learners had little or no influence over some programmatic areas. In sum, giving learners a meaningful say in programmatic and curricular matters can prepare them to exercise more control over decisions in their lives and communities. This study contributes to a deeper understanding of the benefits and challenges of student leadership in adult basic and literacy education, insights that can assist teachers and administrators in creating programs of, by, and for adult learners. (Contains 1 endnote.)