Adult literacy provision globally and in Uganda has, over the years, undergone changes because addressing the learning needs of adult learners in a wide range of contexts requires innovative programming. This paper uses the Adult Learning and Education System Building Approach (ALESBA) to analyse the operational environment and institutional preparedness for adult literacy provision in Uganda. A key finding of the study is that, despite the lack of what we term 'enabling environment' at national and local government levels, in practice, institutional arrangements allow for delivery of adult literacy programmes that can meet the needs of adult learners.