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The aim of this study was to determine the variety of current and future professional development needs of the adult English language, literacy and numeracy (LLN) workforce and to explore methods for addressing such needs. To achieve this aim, the study draws information from three states, a range of employing organisations and three distinct sectors of this workforce: specialist providers of accredited language, literacy and numeracy tuition; vocational trainers who are incorporating language, literacy and numeracy into their delivery of training packages; and volunteer language, literacy and numeracy tutors in community settings. A literature review was used to contextualise current language, literacy and numeracy delivery in Australia and to provide a framework for consideration of these research questions, which concerned the skills and knowledge teachers believe are required to enable them to best meet the needs of current and future learners; the skills and knowledge required by different sectors; the options for bridging any current or future skills gaps and existing good practice professional development models. The study has produced findings and drawn conclusions which can be used to assist in professional development planning for the language, literacy and numeracy workforce at local, state and national levels. The findings indicate that professional development ought to be specifically tailored to the quite discrete needs of the three different sectors of this workforce, that the inequitable access by part-time and casual staff and geographically remote workers to employer-funded professional development must be addressed and that a balance needs to be achieved between business or compliance needs and the improved professional practice of individuals.