A study explored the experiences of four adult students who served on the board of The Learning Center, a community-based literacy program. The adult education literature touched on the challenges, benefits, and limitations of participatory practices, but the three were seldom juxtaposed, raising the question of whether the limitations equaled or outweighed the benefits. Interviews focused on experiences on the board. Interviews were audiotaped and transcribed. Transcripts and field notes were read and a coding system was developed. Findings indicated that participants initially felt apprehensive about being involved in the governance of their literacy program. The process of observation and questioning served to dissipate these feelings. The participants often cited reciprocity as the reason for their decision to participate actively in the Learning Center. Their involvement eventually led to an increased sense of ownership in the program. They developed a sense of community toward other students in the program. Participants were in the process of sorting out their relationships, responsibilities, and roles with other board members. They perceived themselves as supervisors, educators, or liaisons. The participants cited dedication and commitment as the characteristics of a good board member. They stated the program offered a supportive environment that, in turn, empowered students. Personal development emerged as a key benefit of their involvement. (Contains 18 references.) (YLB)