This article is written for educators and others interested in creating high-quality adult basic skills development systems in both developing countries and other nations. It presents case studies of two Indigenous-language adult literacy/numeracy projects in rural villages in The Gambia between 1976 and 1983. The first project was based at the Gambia Cultural Archives and used written versions of traditional stories as reading materials; the second project was run by the Gambian Department of Co-operation (Co-operatives) and focused on basic numeracy and literacy skills villagers needed for crop sales and other farming functions. The studies draw from a review of reports, curricula, and staff member notes from the two projects, stored in the Peace Corps Community Archive at American University in Washington, D.C. The strengths and limitations of the two projects are then analyzed with reference to recent international adult literacy guidelines.