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This study investigates and describes how both English and the local Indigenous language are used in reading and writing by adults, through a case study of a community-controlled health service in a remote Indigenous community in the Northern Territory. In addition, it analyses the social context of literacy use: how people use reading and writing in everyday life in the community. It should be noted that access to schooling for all children was only made available to this community as late as 2003. In this case study, it was found that there is a demonstrated trust that the institution of Western education will deliver worthwhile outcomes. A theme that emerges in the study is that most training does not fit into the meaning and purpose of community life. The community believes that for education to be successful and to lead to sustainable outcomes, it must be integrated into the social and cultural framework of the community, and must include community goals and aspirations. New policy changes are needed that recognise the inherent differences between localities in Indigenous Australia and accept that education and training needs are not necessarily the same for all remote communities.