In 1991, the Cumberland Campus of Nova Scotia Community College established a literacy research and development project to survey local industries and the community regarding training needs and to develop workplace and community-based programs to meet those needs. One effort involved the implementation of a computer-assisted learning program to help the area's adult learners. The college purchased the INVEST Computer Assisted Learning System, a networked system of basic instructional software offering lessons in reading, writing, mathematics, and life skills and arranged a pilot project to evaluate the system. Specifically, the project sought to determine whether a heterogeneous group of adult learners could make significant gains in academic achievement over an 11-week period, and how such gains would compare to more traditional learning approaches. In the project, student journals were used, one private to encourage writing and a second to converse privately with the teacher. Results of standardized skills tests and evaluation questionnaires indicated the following: (1) positive gains were made in all areas of reading and math, with gains of more than 1.5 years realized for mathematical concepts and problem-solving; (2) 73% of the participants felt the project should have been longer; (3) 80% indicated that they became more highly motivated; (4) 73% felt that they were better and more confident learners; and (5) 80% indicated that they wanted more instructor input. The overall consensus was that there were many positive features to the program which could serve as a successful adjunct to traditional models. (KP)