One in every six adults in the United States is an immigrant. These immigrant adults contribute to the vitality of local communities and economies across the country, but many also face barriers to integration and economic mobility, including limited English proficiency, varied levels of formal education, and persistent employment in low-wage jobs. Adult skills programs within the nation's workforce development and adult education systems offer services that are intended to address many of these challenges. Too often, however, the policies and program designs at the heart of these systems fail to account for important differences in the characteristics of the U.S.-born and immigrant adult populations, which can lead to programming that does not effectively and equitably meet the needs of immigrant adults. With a potential reauthorization of the federal law governing adult skills programs (the "Workforce Innovation and Opportunity Act," or WIOA) on the horizon, the data highlighted in this analysis carry important implications for adult skills policies and program designs.