There is a critical need to identify solutions to the unemployment of high school dropouts. When a student prematurely leaves school, the economic, social, and political impacts result in negative consequences for the individual and the community. Of the nearly 2.2 million students who drop out of high school every year in the United States, two-thirds are general education students. Over a third were unemployed, and those who did find work earned a poverty-level wage (Unger, 1992). Clearly, these young people need additional skills and supports if they are to become productive citizens, wage earners, consumers, and life-long learners with family skills. This article describes a workforce development model to aid in successful transition. The Workforce Investment Act Programs offer a viable strategy for aiding dropouts with their transition into the workforce. Established in 1998, the Act was designed to empower indigent youth and adults to increase employment, retention, and earnings of participants. All Workforce Investment Act Programs are characterized by three broad categories of services: core services, intensive services, and training services.