The American adult education system has become an alternative for school dropouts, with some state welfare policies requiring teen mothers and women without high school diplomas to participate in adult education programs to receive aid. Very little has been published about womenu2019s experiences in these mandatory programs and whether the programs reproduce the conditions that forced women to drop out in the first place. Lorna Rivera bridges the gap with this important study, the product of ten yearsu2019 active ethnographic research with formerly homeless women who participated in adult literacy education classes before and after welfare reform. Analyzing the web of ideological contradictions regarding u201cwork firstu201d welfare reform policies, Rivera argues that poverty is produced and reproduced when women with low literacy skills are pushed into welfare-to-work programs and denied education.