Writing instruction in the United States now routinely takes place in networked environments. For adult learners in open admissions institutions, the literacy demands of the academic sphere and the public nature of the acts of writing in networked environments can create alienating experiences. This study examined the possibilities that the genre of student technology autobiographies offers adult learners. Eighteen adult community college students enrolled in a freshman-level reading/writing course participated in the study. Participant ages ranged between 20 and 54. Thematic analyses of their autobiographies revealed their substantial yet unacknowledged experiences with technologies. Building upon their reflections and representations of past experiences fostered their development of technological literacies.