This article discusses the results of funded research that investigated how an industry training organisation in Aotearoa New Zealand embeds literacy in the workplace. Results confirm a "common-sense view" that there is not one right way to embed workplace literacy. They also reveal a number of findings about what works effectively when embedding adult literacy in a workplace. The article first examines relevant literature around the purposes and meanings that inform embedded literacy practices. It then introduces the study that generated the data before outlining the various practices through which literacy is embedded into workplace education. This is followed by an exploration of some issues arising from this diversity before finally offering some insights about what needs to be considered when building in literacy into workplace programs.