Project Bank was initiated at Triton College (Illinois) to increase student awareness of the merits of word processing as it affects their class work and related assignments; to make faculty aware of advances in word processing programs; and to increase the utilization of the college's computer laboratory. All fall 1985 incoming freshmen were contacted by mail and invited to participate in Project Bank as part of a group class or as an independent learner. Enrolled students paid a $10 registration fee and received instruction via the Bank Street Word Processing Tutor program and three specially designed exercises; a Project Bank T-shirt; a double density floppy disc; and a protective transporter case. Due to the limited number of students who enrolled in the program, initial months were devoted to developing enrollment procedures and instructing computer laboratory assistants in the use of the tutor program. Through the dissemination of articles on the effects of the use of word processing in the classroom and the use of word processors by students in completing assignments, faculty at Triton became increasingly aware of the benefits of word processing. Several faculty members enrolled their entire classes in Project Bank. By mid-November, 250 students had participated in the project, and a recommendation was made for the continuation of Project Bank into the spring semester. Perhaps the single most important outcome of the project was a growing awareness that Project Bank was affecting writing across the curriculum. (EJV)