A study of a B.Ed. (Vocational) part-time program at McGill University (Canada) was conducted to assess the language and study skills of students in the initial phase of the program, to identify skills deemed necessary for a successful completion of the program, to provide language/study skill instruction within the course framework, and to make recommendations for improving the program. The Wrenn Study-Habits Inventory was given to 11 first year and 17 second year students in the program, and the students were also asked to rate their own study skills for nine essential items. The timed practice exercises used to help the students improve their reading skills were evaluated, as was a writing sample taken from the second year students. Analysis of the data produced by these instructional exercises led to several recommendations for improving the program, including (1) professors should develop a policy regarding language competencies throughout the program, (2) the student should complete a language and study skills self-assessment before or right after entering the program, (3) skill materials for use at home should be developed, (4) a plan for providing remedial help as early as possible for students with specific deficiencies should be developed, and (5) language skills instruction should be integrated as much as possible with vocational course content. (Appendixes contain materials used in the study.) (JL)