A model program for Limited English Proficient (LEP) students at risk of dropping out was established through the enhancement of existing programs and classes at Corpus Christi Independent School District. The model combined and coordinated components of vocational education, alternatives to social promotion, English-as-a-Second-Language (ESL) instruction, and academic instruction. Activities included inservice workshops; establishment of a Support Room for teachers, administrators, and LEP students staffed by a teacher of vocational English as a Second Language; and additional support services for students. A handbook and a videotape for administrators and teachers on developing programs for LEP students in vocational education were developed. Students' general school performance, English proficiency, vocational skills, and attitudes were evaluated. Teachers rated the workshops and their own and students' attitudes. Data were obtained for 71 students who were administered the Texas Educational Assessment of Minimum Skills tests and California Achievement Test. Attendance figures showed a slight improvement. Eighty-two percent used the Support Room somewhat or frequently. Teacher ratings of workshops and presenters were higher later in the program, indicating a favorable program impact and more receptive attitudes. In a summative evaluation, teachers and administrators gave high ratings to model components and their implementation, the program's positive impact on students, and program success. (YLB)