The focus of this study was on a HIV-AIDS education project undertaken as a facet of a broader Family Literacy Program (FLP), implemented within a Guatemalan Maya immigrant community in south Florida. Project participants had typically experienced between 0-3 years of formal education in their home countries, had limited reading and writing skills in any language, and lived in an area designated by Public Health Agencies as an HIV-AIDS hot zone where spread of disease was unusually high (Barton, 2004). The Maya were typically not included in County Public Health statistics, which were limited to categories of White, Black, and Latino, thereby making Maya publicly invisible in this crisis, even though they were, perhaps, most vulnerable population. This article is based on two years of action research conducted in context of HIV-AIDS education project. The project was spearheaded by an HIV-AIDS (referred to as the project educator in this article) who had been trained and certified by American Red Cross and State and County Departments of Public Health. She was supported by Director (referred to as the director in this article) of Family Literacy Program that had operated within community for past 13 years. (Both of them will be referred to as the educators in this article.) The project, still in operation, consists of a series of instructional sessions developed from American Red Cross materials but adapted, through extensive research, to address cultural backgrounds of diverse audiences which, in first two years, totaled 1,424 participants. This is first of multiple studies surrounding this program. As such, it was guided by following questions that were intentionally broad-based, exploratory and descriptive in nature. (1) What were unique of implementing an HIV-AIDS education project within this community? (2) How were those addressed? (3) To what extent did a Freirean perspective on education contribute to project's effectiveness? It must be noted that term challenges used in this article refers not to impediments or obstacles, but rather to factors or realities that prevented a business as usual approach to program implementation. As such, a challenge served as an impetus to engage in creativity and adaptability. Theoretical Framework This study drew on three interrelated theoretical perspectives in its examination of implementation of HIV-AIDS education project: a Freirean perspective of development (Freire, 1996; Freire & Macedo, 1987), a sociological perspective of health (Wermuth, 2003), and critical action research (Carr & Kemmis, 1986; Kemmis & McTaggart, 2000). The project was based on materials provided by American Red Cross that explicitly advocated (in its instructor training materials) a dialogic approach to instruction, underscoring urgency for effective education through engagement of participants. A movement away from a traditional banking approach that typically alienates students to one that would draw on experiences and concerns of participants also necessitated an in-depth understanding of culture(s) of target population. In order to situate educational event--curriculum, process and product--within lives and culture of people attaining literacy (Purcell-Gates & Waterman, 2000, p. 11), first six months of this action research project were devoted to project educator's own education as she conducted research on community, culture of people, their sociocultural needs and realities, and culture(s) and politics of Guatemala. This laid groundwork for cultural authenticity/congruency in manner and languages in which new ideas were presented; venues for instructional sessions were also grounded in reality of participants' lives and comfort zones. …