Three case studies in adult literacy learning were conducted, with focus on instructional and policy issues. They came out of programs that, by state mandate, focus instruction around component skills through diagnostic tests, worksheets, and mastery tests. In Case 1, a learner managed to attend an adult basic education program regularly and progressed across several levels of the skill program, yet did not reach her goal of completing her high school education or its equivalent. In Case 2, the subject was described as a model student and lifelong learner, but she avoided focusing on areas in which she needed the most help. Testing revealed surprisingly low reading and vocabulary levels. In Case 3, the learner finally committed to job training. Her learning situation was characterized by insufficient diagnostic information. No examples of learning breakthroughs were found in any of the case studies. All three learners struggled to advance in basic skills. The teachers were confronted with a wider range of abilities in their classrooms than they could handle effectively and had little, if any, diagnostic information to guide their individual instruction. Because of open entry/open exit policies and a desire to allow students to set their own instructional goals, instructors usually had separate plans and materials for each student. The implication was that these policies, the instructional procedures, and the program evaluation methods should be questioned. (Contains 15 references.) (YLB)