The Self-Directed Workplace Literacy Distance Learning Project demonstrated a model workplace literacy program that helped direct care workers in state-operated developmental disabilities facilities improve their literacy skills for a changing workplace. During the project, 268 New York State Office of Mental Retardation and Developmental Disabilities employees who aspired to developmental aide jobs spent 4 hours weekly over 24 weeks in self-directed, self-paced instruction at the workplace on released time. The instructional model combined print, video, electronic mail, computer-assisted learning, videoconferencing, and self-directed study methods. Workers determined, in consultation with their supervisors, how they would spend their weekly study periods. The instructor used e-mail to provide workers with feedback on their work and guidance on independent study habits. The majority of participants were productive in the self-directed learning environment; however, even those who functioned well within the model emphasized that weekly communication with the instructor was critical to the program's success. (Appendixes constituting nearly 50% of this document contain the following: participant feedback; guidelines for technology implementation in a workplace distance learning project; guidelines for staff development in a workplace distance learning project; results of the site visit data analysis; supplemental questionnaires; and information about changes in key personnel.) (MN)