The experiences, attitudes, and needs of three literacy learners and one paid literacy teacher in Melbourne, Australia, were examined. The analysis was framed by the following principles: (1) literacy is a feminist issue; (2) adult literacy education is best defined as broad, general education that is grounded in language and fosters depth and breadth in connections and critical thinking; and (3) policy forums must give more consideration to the voices of women adult literacy learners and teachers. The three women literacy learners ranged in age from 19 to 54 years. One was a Muslim women learning English as a second language. The study conclusions were as follows: (1) Australian women literacy learners need sustained learning and sustained opportunity to develop the power of critical thinking through reading, writing, and speaking English; (2) women literacy learners need a choice of settings, including community-based agencies; technical and further education institutes, and women-only groups; (3) the texts women literacy learners use and create should open new understandings and new knowledge of the world they live in; and (4) women literacy teachers need regular paid professional development opportunities to reflect deeply, with other teachers, on the theory and practice of adult literacy education. (8 references) (MN)