Funded under Title III of the Elementary and Secondary Education Act of 1965, the La Puente, California, continuation education project investigated (1) attitudes of former students concerning the success of the school in preparing them for entry into military service, (2) the minimal skills and knowledge required by each of the armed forces, (3) academic skills and social behavior required for eligibility for the draft, and (4) requisites for successful performance on military screening examinations. These were among the major findings and conclusions: (1) the Armed Forces Qualifying Test, consisting of subtests in vocabulary, arithmetic, patterns and figures, and tool recognition, is the most important examination for entry into the armed forces; (2) entry requirements are higher for females than for males, for enlistees than for draftees, and for high school nongraduates than for graduates; (3) general prerequisites for both sexes include good physical health, good moral character (honesty and trustworthiness), aptitude for training and instruction, and ability to accept authority, reason, live with others, and be motivated; (4) despite the views of military recruiters, respondents lacking diplomas reported no adverse effect on military experience; (5) the continuation school was providing some academic success but should be more strict. (ly)