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.