The way in which student services can meet the needs of a small segment of the student body who need extensive and intensive developmental work is considered as part of the American Council on Education's Higher Education/Comprehensive Employment and Training ACT (CETA) Project, which was supported by the Fund for the Improvement of Postsecondary Education. It is suggested that student services must continue to expand its role in working with nontraditional students, and that CETA funding and CETA-eligible students have challenged higher education's adaptability in programming and service delivery. One area of adaptation is instruction: student development courses are being integrated into the curriculum. Three major clusters of courses can be identified: courses in human development, life planning, and personal understanding; courses emphasizing independent study and experential learning; and remedial, affective, and behavioral education courses. Colleges and universities have been able to bring their experience with curriculum development, career counseling, and support services to the disadvantaged student. On the other hand, CETA has provided a previously untapped source of students and additional revenue. The partnership has also created benefits for the non-CETA student, especially various nontraditional students who have benefited from new formats, curricula, and extended services. Many students have profited from materials and equipment provided by CETA funding, and faculty have benefited from the opportunity to work with nontraditional students. The relationship between student services and CETA programs is discussed, and seven case studies are presented. (SW)