An external, formative evaluation of a component of the Arlington Education and Employment Program (REEP), formerly Refugee Education and Employment Program) is reported. The component, AALS, is a transitional program linking the adult education program (REEP), Marymount University (Virginia), and a local community-based Hispanic organization. An introductory section summarizes program accomplishments, including extensive outreach efforts, counseling and advising, a curriculum reflecting a continuum of language learning from pre-literacy to the college level, access to technology and alternative learning techniques, transition classes within each organization, and establishment of strong links between providers. The remainder of the report describes and evaluates these aspects of the program: system-wide coordination efforts; promising practices used as part of the program; student response to the program, lessons learned, and recommendations for program improvement. These include streamlining the curriculum and simplifying content, analysis of student responses to the reading component through journals and discussions, formalizing learner assessment, particularly in areas critical to transition, coordinating efforts to develop learner assessment, developing assessment standards for transition, and teaching beginning students. Additional implications for the field in general are outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)