Timor-Leste is a young state coming out of the experiences of colonisation, and taking initiatives to develop the state as well as society. Years of résistance against Indonesian colonialism had a serious impact on literacy rate hence various programmes have been initiated by the successive governments; international NGOs and donor agencies. This paper explores the non-formal literacy programmess in Timor-Leste, particularly paying attention to “Second Chance Education Project” (SCEP) project implemented by the Ministry of education with funding & support from the World Bank and UNESCO. Second Chance Education is an accelerated learning model that helps, out of school youth and adults catch up in literacy and numeracy integrating academic and life skills through tailored support. This paper examines the impact of SCEP in Timor-Leste through community learning centres (CLCs) established in 8 municipalities. It analyses the SCEP project, public policy framework and scans through commitments made by the government to eradicate adult illiteracy. The paper employed a mix methodology approach, examining public policies and literature on adult learning in TL, and conducted field research in Dili to examine the views of various stakeholders to assess the impact and sustainability of the programmes. The paper concludes that Programme and policy level structural limitations hinder efforts to eradicate illiteracy among adult learners, this needs to be addressed to achieve the goals set in the national education plans.