Anecdotal evidence from instructors delivering accredited offender programs, such as general offending behavior programs, has indicated that the literacy demands of these programs may be too demanding. Data for the current literacy evaluation study was collected between October 2002 and May 2003 and included an assessment of the literacy demands of general offending behavior programs through a mapping of manuals against national standards for literacy; an assessment of offenders’ literacy levels; an assessment of the extent to which literacy requirements were mediated by instructors through the use of other media; and an assessment of the views of instructors and offenders through questionnaire and interview data. The findings indicated that the reading and writing demands of the programs were high, with a consistent demand for reading skills at level 1 and writing skills at entry 3. The reading and writing skills of the offenders were low; 57 percent exhibited skills below level 1 in both categories. The speaking and listening demands of the programs were also high, rated as a level 2 and sometimes as a level 3 and beyond. In contrast, the speaking and listening skills of the offenders were low; 35 percent had skills below level 1. The findings thus revealed that the literacy demands of the general offending behavior programs were greater than the literacy skills of offenders. Evidence also suggested that instructors experienced difficulties in adapting program delivery to the needs of the offenders. Recommendations include the training of instructors in literacy issues, the adaptation of program materials and manuals to accommodate literacy needs, and the expansion of literacy support mechanisms for offenders. Tables, references