In basic education, alongside acquiring literacy skills and fundamental competencies, (self-)empowerment and self-determined living, as well as the expansion of individual spheres of influence, are central. Due to socio-economic developments, people in need of basic education are increasingly marginalized, which is also reflected in their stigmatization. Empowering basic education aims to enable these individuals to participate in society. Promoting self-esteem is a fundamental basis for social participation. The basic education courses examined focus on participant-centered learning to foster empowerment processes. The aim of this research is to analyze the possibilities of a course model to specifically support empowerment processes. Using qualitative methods of action research, the experiences of course participants and experts were investigated. The theoretical considerations are supported by empirical results and provide insight into the empowerment of illiterate individuals in empowerment processes of basic education.