Two approaches (quantitative and qualitative) are used to explore the topic of Canadian adult immigrants who are new users of English and who have little literacy experience. First, available statistics from a number of sources are used to provide an overview of this group. Second, a Toronto‐based case study is used as an example of the kind of qualitative study which is needed for a richer understanding of the issue at hand. The study explores the everyday uses that a group of Latin American adults have for reading and writing. The results suggest that literacy needs exist in both Spanish and English. The article concludes by drawing attention to the contradiction, on the one hand, of government commitments to immigration, multiculturalism, and training and, on the other hand, of the lack of appropriate services provided for the special needs of immigrants.