Nadine wanted to find a job other than cleaning and be able to complete forms in public. She said she was satisfied with her reading skills but wanted to be able to write without embarrassment when completing an application form. Nadine wanted to be proud of her work, to be independent, and to feel confidence in herself. In essence, she wanted to change who she is and her perception of herself. More than the other students, Stacey wanted connection, acceptance, and belonging. She rarely missed a day in the program and was reluctant to leave because she had found a sense of community and purpose. Although Hannah said she wanted to find a part–time job, she wasn't able to until she either secured daycare for her son or her son was in school full–time. She was most interested in learning to use the cash register and continuing to improve her overall literacy skills, especially related to academic preparation. It seemed that she wanted to be involved in the program simply because it was an opportunity to learn. While on her placement, Marion recalled her first day on the bus, knowing she was "going to work". She said that for the first time since arriving in Canada she felt like everyone else on that bus who was also going to work. She added that she felt proud of herself that day. Marion wanted to see herself like other women who raised their family and contributed to their financial support. Rouda focused on one motivation only: to set an example for her children. She wanted her six children, ranging in age from 6 to 17, to see her working and not "sitting around all day." She wanted them to know that they would have to work for what they want, that a life on welfare is demeaning and confining and should be avoided. Tom, who already had a part–time job, viewed work as a symbol of his independence and self–sufficiency. His dream was to save his money in order to own his own home. Martha, on the other hand, focused on her desire to be able to help children, in whatever form this would take. Martha, like Stacey, wanted to feel like she belonged somewhere and her desire to work with children may have been connected to her son. Finally, Maritza seemed torn between her desire to help her son with his school work and her desire to make more money. While in the program, she expressed her dissatisfaction with her class, quit her placement, and turned down a job offer. Maritza had talked briefly about her past emotional difficulties. Perhaps her conflicts were related to these difficulties.

Most of the students—like other adults who attend literacy programs—seek out programs in order to change what they can do, how they are perceived, and how they perceive themselves in specific social and cultural contexts. Their conversations about why they participate and what they got out of the program are also closely aligned with Wenger's (1998) social theory of learning, in which learning is seen to be belonging, becoming, experiencing, and doing. Perhaps a social theory of learning could provide a more accurate description of program outcomes than the current skills– and task–based measures.