Digital literacy is a powerful tool for learners, and educational institutions and programs are tasked with the responsibility of developing frameworks, models, guidelines, or strategies within a digital literacy initiative to equip the learner. However, a lack of clarity and consensus on what constitutes digital literacy hinders developmental efforts and processes of digital literacy initiatives. The purpose of this qualitative modified Delphi study was to identify what experts agree are the core components of digital literacy initiatives that will provide clarity and consensus for adult education programs. The concerns-based adoption model's innovation configuration dimension is the conceptual framework for this study. Through the research questions, expert consensus, explanations, and justifications were sought regarding core components of digital literacy initiatives in adult education programs. Data were collected using a modified three round Delphi technique. Round 1 consisted of interviews and Rounds 2 and 3 consisted of Delphi instruments to identify what experts agree are the core components of digital literacy initiatives in adult education programs. After the final round, 20 participants agreed upon 15 core components. The 15 core components addressed access, training, curriculum, active engagement, assessment, and systems and support of a digital literacy initiative. Advancing digital literacy skills through digital literacy initiatives has powerful implications for global economies, governments, and organizations, as well as providing a viable pathway for adult learner population that does not have sufficient access or the necessary skills to participate in a knowledge society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]