According to the Workforce Innovation and Opportunities Act of 2014, literacy refers to "an individual's ability to read, write, and speak in English, compute, and solve problems [emphasis added], at levels of proficiency necessary to function on the job, in the family of the individual, and in society" (Title 2, §203). Yet, according to the Programme for the International Assessment of Adult Competencies (2017), over half of American adults are ill prepared to solve problems that include: two or more steps or processes, interpret simple statistics and data, integrate two or more pieces of information, or use reasoning to compare and contrast information across print and digital texts. Because adults navigate their literate world with their own experiences, solving novel complex problems where background knowledge may be limited or inaccurate/biased (like many risk literacy frameworks/domains) is a particular challenge (Greenberg & Feinberg, 2018). Yet, in adult literacy education, how often do we consider explicitly teaching problem solving in risk domains? This kind of problem-solving skill is also referred to as risk literacy, or "the ability to evaluate and understand risk" (Cokely et al., 2018, p. 481) in the context of literacy events (Purcell-Gates et al., 2011). This research digest focuses on using an interdisciplinary approach to teaching risk literacy in adult literacy education settings by applying findings and recommendations from decision science research.