This study aims to describe adult learners’ experiences in literacy education programs comprehensively. They gained a middle-school diploma and uncovered the meanings and contexts underneath their decision-making process of participating in literacy education and continuing the education. To this end, we employed a case study, applying the Cross’ Chain-of-Response Model to interpret the continuity of learning experiences in middle school accreditation courses of literacy education. As a result, participants expressed regret over the missed educational opportunities and tried to overcome the oppressed lives through participating in primary literacy education. After the introductory course, they continued learning with middle school accreditation courses. The successful learning experiences enabled them to positively evaluate themselves and thus design their future with lifelong learning.