This paper investigates the economic feasibility of adapting office technology course work for students with limited English proficiency at a proprietary school. Learning guides, textbooks, computer-aided instruction, and documentation supporting the office software being taught were examined for possible adaptation. The following conclusions are reported: (1) all foreign-speaking students must be tested in English, math and reading comprehension before beginning the course; (2) instructors must spend extra time during the beginning of the course to establish a positive relationship with the students and familiarize the students with format, objectives, and procedures; (3) foreign students' learning style strengths can be used to compensate for their weaknesses; (4) supporting handouts and glossaries need to be developed; (5) the relationship of the course work to the real world needs to be emphasized and reinforced; (6) feasibility considerations include instructor labor and time costs, and benefits include increased instructor availability to all students as the foreign-speaking students become more successful and independent; and (7) the total modification costs are minimal. (The paper contains a five-item bibliography.) (CML)