An Analysis of Andragogically Designed Literacy Skills' Module Every semester a number of professionals take admission in English language programs at National University of Modern Languages. These professionals join language courses at different levels in which all language skills are focused besides pronunciation and grammar. However, after few weeks these professionals start complaining about the course design. Most of them do not want to be taught pedagogically. Thus in the context of these issues the researcher decided to analyze Literacy Skills module taught at Diploma level. The researcher conducted an experimental study in which experimental group of thirty students were taught an andragogically designed Literacy Skills’ module. The needs of the experimental group were analyzed with the help of a needs analysis proforma. On the basis of this needs analysis proforma, the objectives of the course were designed. The Literacy skills’ module was later designed in the light of these objectives and was taught and evaluated on the basis of the principles of theory of andragogy. A pre-test and post-test were conducted at the start and end of the course respectively to draw a comparison between the performance of the experimental and control groups. A student course evaluation questionnaire was also used at the end to get students’ feedback regarding the teaching methodology, teaching and learning environment, teaching resources, and feedback given by the teacher etc. The analysis showed that an andragogically designed, taught and evaluated Literacy Skills’ module enhanced motivation level and learning of adult professional learners.