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This article originates from the collaborative efforts of a group of teachers working in a range of [post-compulsory educational] PCE establishments across the West Midlands and Black Country, and in the 'field' of literacy education. Drawing on the reflective journals kept by in-service students as part of an Integrated Certificate in Education course, the project sought to provide an overview of the literacy provision they were involved in. The aim was to identify whether distinctions exist between the literacy education offered by different providers (in this case [further education] FE colleges as opposed to training providers) and if so to begin to account for these. A key finding was that there are important factors that impact on the quality of the provision offered by some training providers. Following this analysis, participants aimed to produce a set of questions that practitioners can ask of the provision they are involved in [in] order to identify whether it facilitates effective literacy education to best address students' interests.