In this chapter, we address the process of German language acquisition of adult refugees within the formal setting of the integration course, in order to identify factors contributing to both the likelihood of attending a course and successfully completing it. We used a mixed-method approach, analysing the dataset of the IAB-BAMF-SOEP refugee survey, a large-scale longitudinal study of refugees in Germany, as well as carrying out qualitative interviews with teachers, representatives of the providers, and course participants. Drawing on human-capital theory, our analysis emphasises those factors specifically related to forced migration in addition to other individual factors of the learners. Factors affecting the probability of attending an integration course at all are also examined. Our findings indicate that frequent contact with native or more advanced German speakers and a higher educational level associate positively with language acquisition. Women, particularly those with young children, appear to encounter more barriers to attending the integration course and acquiring German compared with other groups. Overall, our results indicate that despite the integration course system having adapted to the changes in the background and characteristics of course participants, the needs and personal resources of refugees do not appear to be fully accounted for. [For the complete volume, "Language Learning of Adult Migrants in Europe: Theoretical, Empirical, and Pedagogical Issues. Educational Linguistics. Volume 53," see ED660799.]