A program designed to provide instruction in specialized English for Southeast Asian and other refugees redeveloping their skills as licensed practical nurses (LPNs) contained two language proficiency tracks and provided language instruction incorporating high school equivalency test practice material in the specialized English course. Technical instructors modified their curricula and classroom presentations to meet the needs of limited-English-proficient students who were also holding full-time jobs. During the program's first year, hours of English instruction were adjusted according to student needs, which were monitored regularly. Other elements in the curriculum include medical vocabulary and its appropriate use, and medical record writing or charting. Over time, the curriculum has been changed to emphasize reading skills, grammar, and speech skills more than originally planned. Special materials have been developed for role-playing, developing language for spatial relationships, passive constructions, relative clauses, description techniques, special procedures, and charting. Problems have included the complexity of communication skills needed by nurses, lack of communication between technical and language instructors, students' limited English proficiency, student impatience with academically-oriented materials, student fatigue, and inadequate tests. Appendixes include the draft of the interview format for the refugee retraining project, an outline of the curriculum, and examples of instructional materials and exercises. (MSE)