Women constitute the largest proportion of the rural adult South African population. The rural areas host women with the lowest levels of education and skills training in the country. The lack of basic education and skills has resulted in many of them being marginalised, rejected and discriminated against, unemployed and living in poverty. These social problems have serious negative effects on them and their families, which is why the educational provision of Adult and Community Education and Training in South Africa is a significant tool for their socio-economic advancement. This educational provision is aimed at empowering adults in general, and rural women in particular, with the necessary livelihood skills to lead productive lives and consequently the study sought to investigate the socio-economic lives of rural women through skills training for poverty reduction in the Mthatha area of South Africa. A qualitative research approach and an exploratory design were employed for the study. A sample of 35 participants, comprising 20 female learners, 4 educators, and 7 former learners were in addition to 4 learners selected for a focus group discussion. Other instruments with which data were collected constituted in-depth individual interviews and documentary analysis. The theories underpinning the study are Maslow‘s theory of motivation, empowerment theory and critical pedagogy. Among others, the findings revealed the absence of adequate resources with which to empower rural women and consequently the study recommends that Adult and Community Education and Training providers include programmes that can up-skill rural women based at community learning centres in an effort to enhance their economic development. Community learning centres must be fully resourced in terms of facilities and appropriate learning tools to render Adult and Community Education and Training a beneficial educational intervention for these rurally based women. / Educational Studies / Ph. D. (Socio-Education)