This paper describes the three phases in the evolution of the Mount Royal College (Canada) Learning Assistance Program, beginning with the clinical approach (1969), moving to a credited class structure (1970), and finally to the present non-credit workshop approach (1971). The Learning Assistance Program was established to help students needing assistance in basic skill areas such as reading, writing, listening, and mathematics. The workshop approach has had the highest student retention rate of any of the alternatives tried. Students entering the program are given diagnostic tests to determine their learning difficulty, then given the choice of three alternative learning styles: individual, independent, and group. Programmed learning packages are being developed, and an intern program utilizing students from a nearby university has increased the staff available to help students in the program. (Author/LP)