To facilitate transition and success of disadvantaged students in the regular community college vocational program, an Oregon project developed and demonstrated an integrated program of mathematical, writing, social, and vocational skills training. The project had three phases--research, implementation, and evaluation--and focused on construction training and employment. Research was done with an ERIC (Educational Resources Information Center) search, survey of construction employers in the Eugene-Springfield area, study of two Cognitive Mapping Workshops held at Mt. Hood Community College, and assessment by project staff of existing curriculum at Lane Community College. Project staff then designed an interdisciplinary curriculum that used the Construction Technology Program, a special five-credit Industrial Orientation class, and selected basic skills classes. Implementation included coordinating the Industrial Orientation class with classes in the Construction Technology Program, final selection of instructors, recruitment of students, evaluation of student skills, and an actual field test of the curriculum involving eighteen students at Lane Community College. A textbook was written for use in the field test (see Note). Evaluation focused on student evaluations of the class, student retention and employment characteristics and staff evaluation. (Appendixes include examples of class assignments, a cognitive mapping workplan, textbook section, and student evaluation form.) (YLB)