Although workplace requirements are mandating that employees possess higher-order skills, an alarming proportion of young Canadians are dropping out of secondary school before acquiring the skills they need to survive in a super-symbolic economy. Dropout prevention programs can curtail these trends and the effectiveness of one such program, the Cognitive Based Instructional System (CBIS), is described in this document. Quantitative and qualitative results of the program are discussed. Teachers can successfully provide cognitive augmentation and transfer training to individual students and can infuse it into the classroom context; however, they should have a reduced workload. Follow-up studies of students indicated reduced dropout rates and improved school performance. CBIS is an important "learning how to learn" strategy that empowers at-risk students to cope with information processing demands. Conditions for the successful implementation of CBIS program are reviewed and 20 recommendations for future implementation are made. Appendices included are: (a) Summary Tables for statistical Analysis; (b) CBIS Debriefing Questionnaires; and (c) Sustainability of CBIS. (EMK)