This research is rooted in an approach that sees English learning and teaching as practices shaped by adults’ funds of knowledge and adult-learning principles. We investigate how English-literacy instruction can build on the funds of knowledge (life experiences, knowledge, skills, and learning habits) that adult learners bring with them. In addition, we explore how personal glossaries and storybooks help adults in their language-learning journey. Data for the study were collected through field notes, interviews, and student products (personal glossaries and storybooks). Study participants are Spanish-speaking adults enrolled in an English literacy class for parents. Participating adults’ funds of knowledge are identified and recommendations relevant for English-literacy instructors are provided.