Evaluation of a 3-year transition education program at the Pingelly School in Western Australia used data from 29 students and staff interviews, direct observation, and document analysis to compare 4 projects established to improve the employability of students (in particular, Aboriginal students and girls who were at highest risk of being early school leavers with poor employment prospects) and to develop viable businesses which could be transferred into the community. The first project was based on horticulture; the second (called Pinten) produced high quality tea towels, wall hangings, and placemats for the Australian tourist market; the third involved production of wooden toys; and the fourth was based on paper making and carpet collage. The report focuses on the Pinten project, presenting details of project origins, progress, and success; student perceptions of the project's usefulness and satisfaction, ownership, group cohesion and self-esteem; teacher reaction; role of the principal; and comparison to the other transition projects. Findings showed that the Pinten project generated high levels of student satisfaction with all aspects of the experience, teacher views ranged from conditional support to outright opposition, and there was significant reliance on the principal's enthusiasm and support. Evaluation results indicated that the remaining transition projects did not achieve the same positive outcome. (NEC)