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This paper explores changing perceptions of 'success' in teaching and learning adult literacy in England. The author recognises that what constitutes 'success' is contested, and reviews some of the debate surrounding the concept. The main part of the paper addresses a range of indicators of 'successful' teaching and learning in adult literacy in England. It poses the question whether an increase in confidence is a key measure of success. The methodology adopted is a combination of qualitative and quantitative techniques. Interviews with learners and tutors form a substantial base of evidence. The author asserts that feedback from families, friends, employers and co-workers of the learners gives valuable additional insights into a fuller picture of success beyond 'hard' outcomes. Questions therefore emerge as to how to assess and record learning achievements. The research conducted by the author and summarised in this paper was submitted for a Doctor of Education degree in 2002.