This paper will review the article entitled, "Shopping {For} Power: How Adult Literacy Learners Negotiate" [EJ756994] by authors Julie L. Ozanne, Natalie Ross Adkins, and Jennifer A. Sandlin. The authors argue that functional literacy in the United States is an important issue and needs to play a larger role in adult literacy programs. Their article consists of a study of 22 adults from seven literacy programs in the United States, who participated in comprehensive interviews, as well as 2 days of intense observations at a statewide literacy conference. The purpose of this study is to provide researchers in the field of adult education with an understanding of importance of functional literacy. Based on their findings, the authors provide recommendations for educators of adult literacy programs on what they can do to improve the functional literacy skills of their learners. This paper will provide an overview of the article, followed by a critique regarding the strengths and weaknesses of the study's methodology, findings, and conclusions.