This paper presents a case and some ideas for integrating basic skills development with occupational training. Explaining why traditional instructional methods do not work in the workplace, the paper summarizes learning theories that support work force literacy programs. It explains how to identify the skills needed in the workplace, provides suggestions on developing a curriculum for workplace learning, and suggests a model for applying the best teaching practices in instruction. Steps in the model are as follows: focus/awareness, modeling, group practice/cooperative learning, independent practice and assessment, and closure. The paper also suggests some program evaluation methods. The paper includes the following information: (1) list of competencies and skills from the report of the Secretary's Commission on Achieving Necessary Skills (SCANS); (2) applications of reading skills in the workplace; (3) applications of writing skills in the workplace; (4) applications of computation and problem-solving skills in the workplace; (5) communication and interpersonal skills in the workplace; (6) a literacy task analysis for auto mechanics; (7) transparency masters for models of instructional techniques and curriculum development; (8) a curriculum outline; (9) sample pages from an automobile mechanics curriculum; (10) a forecast readability exercise; (11) the Cloze Readability Procedure; and (12) a program evaluation model. Twenty references are listed. (KC)