The main purpose of this study was to explore how adult literacy education for women in Northern Uganda affected their identity as learners and women as well as how culture facilitated learning. Specifically, these questions were explored: How do women who participate in adult literacy talk about themselves as women, literate people, learners, and community members? Does their cultural knowledge help or hinder how they see themselves in the society? How or why? After the conflict, women lost their chance for formal education due to experiences in captivity. It was vital to explore the type of education needs these women required to become advocates for themselves in the society. The theoretical framework used was developed from indigenous ways of knowing. Six participants volunteered from the Basic School of Learning for women in St. Monica. Data were collected in the local language through interviews and focus group discussions and transcribed into English. The women freely shared personal stories, proverbs, songs, and artifacts. The main themes that answered the research questions included that patriarchy and gender stereotype mentality impacted self-esteem and identity of participants, hindering their journey of learning. Indigenous knowledge was demonstrated in the lived experiences of daily life.