The participants in this study, Joelle, Peter, Troy, and Malia (pseudonyms), are part of the approximately 25% of adults in the United States who function in the realm of low literacy. Adult literacy educators continually strive to meet the needs of this population. One challenge is to provide meaningful literacy programs for adults that will enable them to make significant gains within a short time. A variety of methods and curricula have been implemented that range from skill-based, sequential instruction to a whole-language focus. Even though some studies include these methodologies, more research is needed to analyze the methods that are most appropriate for adults. This study analyzes the use of a guided reading framework and determines the impact guided reading would make on the reading levels and word-recognition behaviors (specifically decoding, structural analysis, sight word reading, and other strategies) of four adults with low literacy. Although there is variation among the four participants' growth in this study, it can be concluded that all four made sufficient gains to validate that guided reading may have a positive impact on adult learners' literacy levels. The study of the role of guided reading has educational implications in the area of adult literacy. On the basis of the conclusions of this study, it appears that guided reading can play an important role in improving low-literate adults' reading proficiency. While there has been a paucity of research in the methodologies used to instruct adults, this study makes a contribution to the field. Guided reading has been based on the principles of literacy research and theory; therefore, it holds the potential to be implemented in adult literacy programs. (Contains 4 figures and 2 tables.)