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This article discusses how the notion of 'workforce success' is constructed by two different welfare education programs. The study focuses on the classroom as the place where this discourse is played out, and aims to deconstruct what is meant by success in these programs and the advice that is given to students about how to achieve success. The method used is that of the qualitative case study, incorporating classroom observations, interviews and reviews of curriculum materials. The conclusion is that both programs uphold the American 'myth of success', in which hard work equals material gain, and failure is due to not trying hard enough, or having the wrong attitude. The author questions the uncritical acceptance by policy makers of the correlation between adult education and poverty alleviation, and stresses the need to question whose interests are being served by adult education programs.