The final evaluation of an English-as-a-Second-Language and mathematics basic skills program, provided by a college, for limited-English-proficient workers in a manufacturing company, is presented. The program was originally designed to teach job-related skills, but was amended by managers to build worker self-esteem and worker participation in evolving organizational development initiatives. Learners consistently asked for additional English skills not specifically for job use, and instructors readily complied. It was determined that management was generally satisfied with program results, although hard data about job-related outcomes were not available. Learners expressed satisfaction, and showed conventional learning patterns, i.e., (1) those learners who regularly attended and participated actively in the program tended to show the most progress; (2) some learners remained "fossilized" at a low level and showed little inclination to move beyond that level; and (3) higher-skilled learners tended to show greater relative progress. Supervisors tended not to see clear transfer of classroom skills to jobs. The final evaluation report enumerates lessons learned from program implementation in these areas: goal-setting and ongoing communication among stakeholders; curriculum development; assessment; staff development; learner recruitment, placement, orientation, and retention; scheduling; facilities needs; program evaluation; and dissemination of results. Future options of the program are discussed. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)