The federally-funded Success Through Transitional English Program (STEP) at EL Paso Community College (Texas) is described and evaluated. The program is designed to provide limited-English-speaking adult basic education graduates with the English skills to succeed in vocational, college credit, and non-credit courses at the college. Evolution of the program during this period is chronicled. In its final form, it consisted of two instructional phases: (1) a combination of transitional workshops (basic survival needs, enrollment assistance, use of college resources, strategies for academic success, career awareness and development), language instruction, and a pre-collegiate retention phase to span the period until the following semester began, and (2) a support and retention phase during college attendance, using a tutorial approach. Student assessment and monitoring were used throughout both phases. The report details the program's design and provides data on population characteristics, specific accomplishments, accomplishments for each of its stated objectives, unexpected challenges, and the consequences of a lack of funding for the third year. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)