This paper reports findings from a researcher-practitioner partnership (2015-18) that examined how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, particularly for immigrants and adults with limited education. This Institute of Education Sciences-funded study was the first to map the landscape of CP in these cities. The study employed a sequential, mixed-methods design that included a survey of 106 adult education providers, focus groups with 18 providers, and qualitative case studies of six organizations (two per city). The study examined the key features of CP in each city, the measurement of student outcomes, which policies and practices shape CP programming and coordination across provider systems, how selected programs design and implement CP programming, and which programmatic features, policies, and other factors contribute to student success. We found that 83% of responding agencies offered CP programs and another 11% were developing them. However, many CP classes are new, and adult education agencies are still discerning how to design, implement, and evaluate them. Both new and established programs are responding to changes related to funders and state and federal policies. The findings underscore the great variation in CP design and implementation, as well as common and distinctive features that are promising strategies for supporting student success. [Paper published by the New Prairie Press at Kansas State University.]