This paper describes a course of study offered by Bradford College in West Yorkshire, Great Britain, to twenty 16-19 year old students of Asian background who left school alienated from education as a process and school as an institution. The program offers English, prevocational, and vocational courses with the goal of improving the students' attitudes toward school and enhancing their employment potential. The learning environment was built around four objectives: positive staff-student relationships, student involvement in decision making, cooperative rather than competitive learning, and the recognition of individual needs. The program also sought to establish relationships with the families of the students and to recruit greater numbers of women to participate in the course of study. (MK)