A workplace literacy program was designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. Classes were held twice per week for 36 weeks at the hospital on job time. Literacy was defined as reading, writing, oral communication, and problem solving. Materials were developed on the basis of a job literacy audit that included interviews with and observation of workers, interviews with supervisors, and analysis of written materials pertinent to the job. The whole language approach was used by one full-time instructor, one part-time instructor, and several volunteers who taught 66 participants (primarily black women with an average of 10.5 years of employment at the hospital). Students were assessed before and after instruction by a Cloze reading test, using passages from job materials; a writing sample yielding a writing process score; and role-playing of a job situation scored for oral communication. Statistically significant gains were obtained for reading, writing, and oral communication. Participants believed that the program increased their academic skills (61 percent), improved their oral (39 percent) and written (34 percent) expression, improved their job knowledge (29 percent), increased their confidence (27 percent), and refreshed their basic education (24 percent). Supervisors believed the program benefited workers, especially in oral communications. (The document includes 18 references, a curriculum outline for classes, a process writing scoring guide, an oral communication comprehensibility rating scale, a sample instructional plan, an external evaluator's report, and a dissemination plan.) (CML)