The project described in this paper attempted to provide vocationally tracked high school students with the literacy skills needed to compete successfully in today's high-technology work force. This attempt was carried out by: (1) assisting students in establishing their vocational objectives in order to focus on specific literacy requirements; (2) modifying and adapting texts and materials to students' specific vocational needs: (3) employing problem-solving and decision-making models of job literacy; (4) implementing cooperative team learning strategies; and (5) incorporating computer literacy and applications into a basic skills English curriculum. Corollary aims were to increase student, parent, and employer confidence in the curriculum and to reduce the dropout rate. Forty high school seniors enrolled in 2 basic skills English classes were targeted, with the 5 strategies implemented during a 12-week period. Results were positive and program objectives were met. Functional literacy test scores; student, parent, and employer surveys; and the dropout rate all showed improvement, although less than had been expected. Less-than-expected results were attributed to the measurement instrument for literacy used (Career Ability Placement Survey) and the program's brief time period. The report concludes with a recommendation to expand the program into a 3-year effort in vocationally tracked basic English courses. (The document includes 33 references. Appendices contain basic skills in English IV curriculum and student, parent, and employer surveys.) (KC)