A research project assessed the effect of Open College Network (OCN) accreditation on learner motivation and progression. It reviewed the effectiveness of OCNs in reaching the learners they seek to target--those who have benefited least from existing initial and continuing education. A postal survey was conducted of all learners registered with the London Open College Federation (OCF) and a sample of those registered with the Manchester OCF; responses were received from 1,741 learners. Information from database records provided by both OCNs was analyzed to provide a profile of learners and to determine their progression within the OCN. Findings were as follows: (1) respondents included a high proportion of learners from those groups traditionally underrepresented in education and training; (2) learners placed a high value on credits, but needed to be introduced with sensitivity to the idea of accreditation; (3) learners joined courses for a range of personal, social, educational, and vocational motives; (4) during the course of that learning program, learners' confidence was boosted, and their ambitions and expectations were raised; (5) most, including many who had no original ambition to progress, went on to further learning; (6) of the minority who did not start another course, family commitments was the most common reason; and (7) most associated credits with enhanced value, higher quality, and increased recognition by others. (YLB)