To increase understanding of workplace literacy, a study investigated whether data from structured interviews conducted in two previous studies of job literacy and job performance relationships support the process model of literacy proposed by Linda Flower and John Hayes, "A Cognitive Process Theory of Writing." In both studies, this model was adapted for the workplace to determine the extent to which it corresponded to what people talk about when they discuss literacy in their workplace. Subjects in the current study were seven nurses and seven electronic technicians rated as superior performers on the job. Subjects' responses to structured interview questions were subjected to content and contrasting analyses using critical categories derived from the adapted model of literacy. Results indicated that the modified process model of literacy does exist in the workplace. Specifically, findings provided evidence for the existence of (1) the major components of the adapted model, including task environment, schema, and literacy problem solving process; (2) most of the subcomponents and processes/subprocesses of the model; and (3) the subcomponents of conscious goal setting, such as anticipating tasks and evaluating goals. The electronic technician data provided more support for the model than did the nurse data and suggested a higher level of job literacies and more complex uses of literacy for job tasks. Finally, several differences were found between the two groups of subjects for the kinds and uses of literacy in the workplace. These differences suggested that the nature of a worker's job makes a difference in finding evidence for the adapted model. (Six tables of data and 34 references are included as is the modified job literacy problem solving model.) (JD)