The Global 2000 project was a 3-year project aimed at improving literacy in five Massachusetts manufacturing companies. To help determine the project's effectiveness, a team of external evaluators analyzed the relationship between the knowledge students gained in the classroom, their actual performance on the job, and the resulting business impact of students' new performance. The evaluation was conducted using a patented approach called Field Action Testing that entailed in-depth interviews with seven students. The interviews, which each lasted 1.5-2 hours, were designed to elicit students'"internal dialogues" (the typically uncommunicated thoughts and feelings that are sometimes difficult to discuss). All students interviewed mentioned pronunciation, grammar, comprehension, reading, and writing as key areas in which they felt they had improved significantly through their participation in the Global 2000 program. The students' increased capacity to take linguistic risks was credited with invigorating the workplace with a new level of productivity. Teaching practices that students considered helpful were identified along with several teaching practices that students considered barriers to learning in the classroom. (Appendixes constituting approximately 60% of this report contain the following: description of the research methodology; costing illustration; and highlights of the project's business impact.) (MN)