This paper explains how adult educators involved in the development and delivery of general adult basic education (ABE), General Educational Development (GED) certificate, and English-as-a-second-language (ESL) programs can infuse the workplace into their programs. The paper begins with a brief overview of the rationale for infusing the workplace into ABE, GED, and ESL programs. Next, the following infusion strategies are detailed: (1) infuse a work force orientation into the teaching of academics; (2) develop one or more course with a general work force orientation; (3) tie the adult literacy course to a specific types of employment opportunities; and (4) tie the adult literacy class to a specific employer. The importance of helping adult learners develop strong work ethics is explained. The remaining 75% of the paper presents additional information and specific suggestions regarding implementing the four infusion strategies. The following are among the issues addressed in this section: developing a workplace focus versus a work force focus; defining basic skills; infusing soft versus hard skills and academic versus personal skills; finding a balance between educational and work-related objectives; implementing the four infusion strategies in ABE, GED, and ESL classrooms; and encouraging self-awareness and self-evaluation in adult learners. (Contains 42 references.) (MN)