The promotion of adult functional literacy programs per se, neither creates the necessary motivation for learning, nor enhances the participation of adult learners in work-oriented or socio-cultural functional literacy programs. The task in learning-teaching transaction is to create the enabling environment for harnessing and enhancing learner-related factors that influence the learners' successful and significant participation. The research sets out to investigate, analyze, and establish the factors, which influences urbanite woman learners-participation in adult functional literacy programs of selected churches in Accra. Study used survey method to collect data from study area in Nima and Maamobi, East Ayawaso sub-district of Accra, and chi-square test for statistical analysis. Three classes of factors were identified: (1) Internal factor (or the bio-psychosocial characteristics of learner, such as adult's experience and perception) which most influenced the urbanite learner-participation; (2) External factor related to the cultural setting and organization; and (3) Integrated factor which constitutes the interplay of both internal and external factors. Integrated factor contributed the least level of influence. Findings established a crucial foundation that adult functional literacy programs designed, deployed, and developed with learner-friendly models utilizing internal factors, will most enhance learner-participation in both work-oriented and socio-cultural functional literacy programs in continuing education. (Contains 1 figure and 7 tables.)