Distance education in general and Information and Communication Technologies (ICT)-based learning in particular have increased access to and expanded formal education for those who, due to situational and institutional factors, were formerly unable to participate in postsecondary education. However, ICT-based learning in Adult Education is not without its challenges. The qualitative case study which informed this paper sought to identify some of these challenges and examined the strategies employed by learners and their facilitators to address those challenges. The challenges are grouped under three themes: learner readiness, learner engagement, and tec.hnical support and other resources. The main strategies that emerged are organised around two themes: learner support and embedding skills. The article concludes by outlining considerations that those involved in designing and delivering ICT-based learning may use to inform their practice.