This study examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. While teachers met the needs of these learners insofar as they coincided with those of other refugee groups, the highly oral language culture of these learners appeared not to have been accounted for in teaching strategies. Recommendations include greater flexibility in program content, outcomes and delivery. (Contains 4 tables.) [This work was funded by the Australian Department of Education, Science and Training. For supporting documents, see ED499674 ("Advice to Teachers") and ED499678 ("Methodology and Literature Review").]