According to the World Bank (2017), rural communities have higher illiteracy rates (20% of the population aged 10 and above have never been to school) compared to urban areas (10%). This lack of education hinders their ability to take advantage of available economic opportunities as they lack the necessary skills and knowledge, leading them into a cycle of poverty. Therefore, Adult Learning and Education (ALE) programs are crucial for such communities as they provide functional skills and knowledge to help them overcome these challenges. Tweggattirewamu Tufune Enkyuukakyuuka Mumaka Gaffe (shortly, Twegatte) is a Community Empowerment Group (CEG) located in Kyotera district, Uganda. It was established in March 2023 with the objective of reducing poverty through collective farming. The group is supported by Unbound Kampala, a Civil Society Organization (CSO) that introduced the Integrated Community Learning for Wealth Creation (ICOLEW) programme in Kyotera District, Uganda in December 2020. The group comprises 35 participants, including 3 males and 32 females, who work together to support each other on their respective farms. They utilize sustainable agricultural practices such as trenching, weeding, and intercropping, to increase their productivity and reduce production costs. Twegatte (ICOLEW) Community Empowerment Group (CEG) is in Buzindwa village where they carry out watermelon farming in Mr Lule Tonny’s coffee garden, who is also a member of the group. So what is the ICOLEW Programme? This is a programme for adults that combines learning basic literacy, and math skills with creating wealth. The program also focuses on encouraging people to continue learning and improving their skills throughout their lives, and on using these skills to make a positive impact on themselves and their communities. Many learners, such as Twegatte CEG, enrol in adult learning and education (ALE) programs with the hope of improving their financial situation. Therefore, the learning outcomes must align with their expectations to ensure the successful implementation of the ALE program. In other words, the program's objectives should resonate with the learners' goals and aspirations to create a meaningful and valuable learning experience. Learners engage in participatory rural appraisal techniques to generate highly demanding learning topics. This allows them to identify challenges that hinder progress and develop strategies to overcome them. Twegatte CEG has identified low incomes as the primary obstacle that leads to other related challenges they face. Over 90% of the learners rely on agriculture as their primary source of income. However, due to a lack of awareness of the best practices, they have low productivity and high input costs, resulting in inadequate earnings. To overcome this challenge, they have devised an action plan. The plan involves collectively learning sustainable agricultural practices and applying the lessons learned to enhance their earning potential and eliminate poverty. Sustainable Agriculture Practices encourage individuals to utilize the resources they already have, such as the land they own and local agricultural inputs like seeds and manure. With the support of Unbound Kampala through organizing learning activities, the learners established a watermelon farming project on half an acre of land. The project was named the Watermelon Income Generating Project. Twegatte Community Empowerment Group (CEG) worked together as a team to clear the land, plant crops and manage the project. The anticipated earnings of the project are over USD 300, which will be used to initiate other projects such as piggery production and improving sanitary structures including beddings, latrines, kitchens and more. The learners attribute their success to the strong group cohesion fostered by the ICOLEW program. Working together for a common good, they have been assessed practically on their application and adoption of the knowledge acquired. They have implemented sustainable agricultural practices such as intercropping, which was evident in their story of growing watermelons on a coffee farm. This story demonstrates that taking small actions and having knowledge can have positive outcomes that gradually lead to change in households and communities. This emphasizes the significance of programs such as Adult Learning and Education (ALE) for learners. However, these efforts are often financially limited and inadequate to reach a broader illiterate population. To create an effective and sustainable ALE program, practical skills and knowledge must be improved with input support. This encourages increased enrolment of learners and faster adoption, while also accelerating learners' incomes, enabling them to meet their daily needs. Therefore, the government should strengthen the ALE component as a facilitator for other pillars of the Parish Development Model, a government program aimed at eradicating poverty, and increase funding specifically allocated for ALE programs.