Studies show that the use of writing in the Recognition of Prior Learning (RPL) can discourage some adults, especially those without a diploma. For those who do proceed, how is the use of reading and writing experienced? Is it a lever or a barrier? This article presents results from a study conducted in Quebec based on semi-structured interviews and archival data. It describes the use of reading and writing in two secondary education level RPL measures. The first, called Spheres of Generic Competencies, is offered in adult general education. The second, Recognition of Acquired Competencies (RAC) concerns vocational training. The article also identifies barriers and levers related to reading and writing. A concluding discussion highlights challenges adults face when required to read and write during an RPL process.