We investigated the use of mobile-technology to deliver an evidence-based literacy training program to improve adult literacy proficiency. The training system provides immediate feedback on practice items while periodically offering encouraging messages. We used a mixed methods research approach with a primary focus on fidelity of implementation and learner satisfaction, but also examined the relationship between learner engagement and time on task and knowledge gains. Twenty-three adult learners at a Midwestern community college participated in pre- and postsurveys, literacy assessment, and a focus group. Instructors were also interviewed. Results suggest that both instructors and learners appreciated the standardized literacy assessment feedback. Those learners who engage in and progress through the training demonstrate small literacy gains. Class level and student motivational differences appeared to affect outcomes. Ongoing research is needed to investigate the conditions in which learners use mobile-based technology and the efficacy of this intervention on literacy gains.