This paper presents partial analysis from a comparative case study of two urban programs offering remote services to adult literacy learners during the pandemic. The focus of this qualitative analysis is the nature of digital engagement reported by adult learners identified as having reading EFLs 1 & 2. Data is derived from interviews conducted remotely with adult literacy learners and practitioners during the fall of 2020 and spring of 2021. This paper reports findings regarding adult literacy learners' digital access and digital engagement and suggests implications of these findings for future print and digital instruction.