A discussion is provided of the role of community colleges as the primary delivery sources for workforce retraining, using the Pellissippi State Workforce Innovation Program as a case study. The first sections of the paper document the need for worker retraining in the United States, reporting the Department of Labor Secretary's Commission on Necessary Skills' (SCANS) conclusions regarding the relationship between economic trends and population dynamics and the need for educational restructuring to encompass basic communication and math skills; thinking skills; personal qualities such as integrity; and resource, interpersonal, information, technological, and systems competencies. The next section reviews legislation related to workforce redevelopment, including the Omnibus Trade and Competitiveness Act of 1988 and the National Literacy Act. Following a brief overview of community college activity in retraining, the Workforce Innovation Program at Pellissippi State Technical Community College (PSTCC) is described. After explaining methods used by PSTCC staff to assess workforce needs, the paper focuses on issues of curriculum and instruction, indicating that: (1) the curriculum encompasses seven elements (i.e., applied learning, technologically enhanced instruction, collaborative learning, integrated curricula, team teaching, learning lab environment, and integrated student services; (2) learners in the program begin by mastering Microsoft Works in order to familiarize them with computer functions and provide them with a tool kit of basic applications (word processing, spreadsheet, and database); (3) a thematic approach and interdisciplinary milestone group projects are used to ensure integration across the curriculum; (4) each faculty member developed an exhaustive lesson plan that included resources, objectives, and activities, and the collected lessons plans were fine tuned and developed into one master program; (5) key learning objectives were established early in the project and used as a foundation for subsequent work; and (6) instructional time is divided between structured work with teachers and less structured activities involving student teams. Appendixes provide additional detail on the PSTCC program. (ECC)