Project BABS, in its final year of funding, provided career exploration and advisement, after-school summer job internships with business enterprises, and a computerized reading program to approximately 690 students of limited English proficiency of Asian, Greek, Russian, and Hispanic descent in four New York City high schools. Project staff, centrally located, included two resource teachers and a job developer. The project supported development of curriculum materials in the areas of career awareness and word processing for bilingual students, and staff training. An assessment of student achievement produced the following findings: (1) overall, program students tested in English language skills met the proposed objective in both the fall and spring terms; and (2) ninth, tenth, and eleventh grade students made statistically significant gains in reading. In the event of further funding, recommendations to improve the program include selecting sites on the basis of ability to accommodate internship schedules, locating internship sites near participating schools, early production of curriculum manuals, increased parental involvement, and dissemination of program procedures for establishing successful links with businesses. (CG)