The purpose of this study was to evaluate the impact of an instructional spelling approach, Word Study, on the spelling ability of adults with limited literacy proficiency. Ten adults (five control and five experimental) were given the Developmental Spelling Assessment. The control participants received traditional spelling instruction, and the adults in the experimental group received Word Study intervention. Analysis of covariance tests showed that the adults in the experimental group made significantly greater gains in their knowledge of correctly spelled words and word features. Their perceptions and their self-efficacy after Word Study intervention are also addressed. The tutees valued the approach's convenience and hands-on method of teaching phonics, as well as how it enabled them to achieve a greater sense of self-efficacy. Implications for practitioners are included. (Contains 2 tables and 3 figures.)