This article reports the findings of a research that explored the role of adult literacy in community development. The research sought to contribute to literacy scholarship by providing empirical evidence on the age-long debate on the role of adult literacy in community development. The research was framed by two theories—literacy as social practice and people-centred development—that provided the lens with which the data was collected, analysed and interpreted. The qualitative case study design was used to enable the collection of data in a natural setting and understand the focus of the research from the perspectives of the research participants. The findings suggest that adult literacy may not necessarily lead to community development. The article concludes that no matter how effectively adult literacy classes are organised, without community-based, people-led, self-reliant development, some people will insist that the government takes responsibility for development even with the small things they can do themselves.
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