The 1993 publication of findings from first National Adult Literacy Survey (NALS) drew attention of nation. Among health researchers, realization that almost half of U.S. adults have difficulty using common texts to complete everyday tasks spurred interest in health-related consequences. Subsequently, improving health literacy was listed among objectives of Healthy People 2010, Department of Health and Human Services' (HHS) document, which articulates health goals and objectives of nation. The action plan for this objective, contained in Communicating Health: Priorities and Strategies for Progress, notes that partnerships will be required to marshal necessary resources to make progress (HHS, 2003). A partnership between health sectors and adult education sectors is a highlighted goal, and adult educators are called on to augment students' abilities to access and navigate difficult pathways of health information for themselves, their families and their communities (HHS, 2003). Similarly, National Academies' Institute of Medicine report, Health Literacy: A Prescription to End Confusion (2004) recommends that adult educators augment their students' abilities to access and navigate health information and health services. Many health researchers and practitioners awaited 2005 analyses, in part, because research studies established a link between reading skills and a variety of health-related outcomes (Berkman et al., 2004; Rudd, Soricone, & Santos, 2000) and hope of documented improvements in literacy skills. Unfortunately, initial findings from 2003 National Assessment of Adult Literacy (NAAL), announced at end of 2005, indicated little or no improvement over 1993 survey findings (Rutner, Greenberg, & Baer, 2005). The need for collaborative work articulated at beginning of century becomes even more essential in face of a growing body of literature that documents health consequences of limited literacy, Since publication of NALS, many partnership programs engaged health educators and adult educators in a variety of funded programs focused on health information. Although a focus on health topics is not really business of ABE, ESOL, or GED programs, health subjects can be incorporated in lessons to enrich discussion and engage students, as long as focus remains on improving reading, writing, math, and oral language skills. This article reports on collaborative efforts to focus attention, not on health content, but instead on critical literacy skills needed for everyday life, and most especially for a wide variety of health-related activities and tasks. Background Health literacy is often defined as the degree to which individuals have capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (HHS, 2003, [paragraph] 15). However, definition has evolved beyond a focus on individuals and is considered to be interaction of demands of health systems and skills of individuals (HHS, 2003; Institute of Medicine, 2004). Assessments indicate that demands of health systems are high, and that many materials and tools are prepared at reading levels that exceed average reading skills of U.S. adults. In addition, findings indicate that individuals entering health services are not able to access information, act on information, or understand and follow directions as presented. Studies have firmly linked limited reading skills with higher rates of hospitalization, less understanding of one's disease or regimen, and less control over chronic disease (Berkmann et al., 2004; Institute of Medicine Committee on Health Literacy, 2004; Rudd, Moeykens, & Colton, 2000). Focus on Critical Health Issues In light of these suggestions and findings from policy makers and health literacy research studies, colleagues from public health and adult education fields developed a conceptual model and a professional development approach to address issues of health literacy in adult education instruction. …