This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults' performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers' oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults' syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking.