The purpose of this project is to examine trends and changes in learning outcomes in adult learners in the state of Mississippi brought about by the COVID-19 pandemic. Data was assessed from a typical, pre-Covid, face-to-face instruction program year (2018-2019), a peak Covid, distance instruction program year (2019-2020), and the following transition, hybrid program year (2020 – 2021). Student academic achievement has been tracked in adherence to the Workplace Innovation Opportunities Act (WIOA) via measurable skill gains (MSG) obtains via learning assessments such as the Test of Adult Basic Education (TABE) and GED and HiSET high school equivalence tests. A dichotomous logistic regression was run to assess how students have fared relative to pre-Covid times and if students have been able to make comparable learning and career gains through the years. The regression analysis showed significant relationships between instructional delivery methods delineated by fiscal year, student entry educational functioning level, as well as number of instructional hours.