The Education for All Global Monitoring Report for 2006 focused on Literacy, a vital issue, yet one of the most neglected, according to the Director-General of UNESCO. Indeed, literacy rates are among theinternational statistics that are most questionable. In the same vein, there is no consensus on the definition of (il)literacy as it varies over time and across countries. Given that indicators are increasingly becoming critical, not only with regard to their derivation but also their place in monitoring and evaluation of national policies and that data sources are rapidly multiplying, it is important to question the measurement of (il)literacy for various data sources. How is (il)literacy measured in Uganda? What lessons can we draw from the way the indicator is measured?