A qualitative study investigated the impact on students of participation in Literacy Volunteers of New York City (LVNYC). Change in three major areas was examined: literacy skills; self-concept, attitudes, and beliefs related to literacy development; and involvement in literacy tasks outside the program. Data were collected through open-ended focus group interviews, individual interviews, and observation. Additional data included student demographic information, standardized test scores, and writing samples. Findings indicated that students associated prior school experiences with failure and were attracted to specific characteristics of LVNYC's program. They enjoyed group instruction. All participants raised the issue of space. Most dropouts left because of some condition unrelated to the program. Reading and writing skill development was viewed as occurring within and outside the program and as private and public practices. Situations in which students used skills outside the program included jobs, banks, public transportation, and grocery stores. Students reported widespread positive changes in self-concept and attitudes. The Student Leadership Program complemented the instructional program. Qualitative analysis indicated that writing samples strongly supported skill development, whereas standardized reading test scores offered weaker support. Changes in the provision and organization of services and ongoing assessment, evaluation, and program development were recommended. (13 references) (YLB)