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This study examined non-accredited community language, literacy and numeracy provision in Australia. It looks at the extent of provision, the characteristics and motivations of the students, learning outcomes and pathways to other education and employment, and how providers can best be assisted to maintain and expand their programs. A diverse range of providers assist many adults who do not need or cannot yet cope with accredited training. Growth in self-confidence appears as important as development of literacy and numeracy skills, with teachers and tutors playing a key role in this. Providers believe that non-accredited language, literacy and numeracy teaching makes a valuable contribution to the community and that greater recognition and funding are warranted.