An evaluation of the automotive engineering pre-apprenticeship course, as found in technical colleges in New South Wales, Australia, was conducted to gather information from pre-apprentice and day-release students concerning student background factors, teaching processes within the course, outcomes of attendance in the course, and course effectiveness. A sample of 73 pre-apprentice students and 60 day-release students at five colleges were administered questionnaires and tests of mechanical aptitude and learning achievement. It was found that a high proportion of the pre-apprentice sample had obtained employment by September of the year following the completion of the pre-apprenticeship course, the majority as automotive mechanics; therefore, this employment rate may well be an indicator of course effectiveness. When compared with the day-release sample, the pre-apprentice students were more satisfied with their course, particularly as regards teaching methods and working conditions at the college. Most of the pre-apprentice students saw their course as relevant and interesting, and as having met their job aspirations. The day-release students, however, were critical of the teaching of skills for their present jobs. Neither the pre-apprentice sample nor the day-release sample made a significant gain in self-confidence; it was concluded that more emphasis should be given to teaching this objective, since the pre-apprentice students said they would like greater emphasis on this topic. The overall conclusion of the study was that many of the pre-apprentice students had benefited by their attendance in the course--a large portion had obtained jobs in their field. (KC)