Over the past decades, the need to understand the concept of learning difficulties in adult education has become a core aspect of educational research; this has led to dynamic changes and innovative practices in the field of Adult Literacy Education and has encouraged further research. Hence, this study explores qualitatively teachers understanding of learning difficulties in the mainstream Adult Literacy Education classes. The focus groups are teachers of immigrants in Adult Literacy Education (ALE) classes residing in Oslo, Norway. 3 key area of focus throughout this study are; 1. How Adult Learning Education (ALE) teachers understand learning difficulty in main stream Adult Literacy Education classes 2. How Adult Literacy Education (ALE) teachers Identify learning difficulties among immigrant ALE students in Oslo 3. How ALE teachers address learning difficulties in their ALE classrooms. Adult Literacy Education (ALE) in Oslo focuses on providing basic education for newly arrived immigrants with little or no previous education. In most cases this educational process entails teaching learners in a new language (other than their mother tongue), alphabets, numbers, pronunciation, and words formation. These learners are faced with the challenges of learning a new language and culture and at the same time having to learn the basic literacy skills. It could be said that this is a dilemma that the students and their teachers face. These challenges can be sometimes confused for a learning difficulty; however, the adult educational system in Oslo Norway has provided practical measures in maximizing the learning opportunities of learners at this level as will be discussed in detail in preceding chapters. At this point, it is essential that teachers in the literacy classes have the right understanding of learning difficulties. What factors must be in place before a learning difficulty can be said to exist? At what point in the teaching process can the teacher ask for professional assistance? This study presents a practical, in-depth analysis of the concept of learning difficulty from the perspectives of adult literacy education teachers and various literature reviewed related to this study. Using an in-depth individual semi-structured interview the voices of four adult literacy education teachers were garnered as they described how they understand and address the learning needs of their students and how these experiences have help shape their definition of learning difficulty. Findings from the data sets showed that ALE teachers spoke on their understanding of learning difficulties based on their professional knowledge, personal experiences and years of working within ALE classes. The practical teaching methods they applied were made to promote effective teaching and learning in ALE programs. These methods were developed by continuous training and professional interactions (exchange of ideas) within the ALE teachers. Additional resources to support students with learning difficulties in ALE programs are already been done in Oslo, Norway.