An external evaluation of the Champaign County (Ohio) Workplace Literacy Project used the Triphase Evaluation process based on Stuffelbeam's decision-making model (1971). During the input phase, emphasis was on determining needs of workers and employers in order to develop a training program to meet specific identified needs. The process phase was designed to determine the level of integration of inputs into procedures yielding the appropriate output. The outcome phase evaluated program impact. Data collection instruments included the following: pre- and post-training participant survey, supervisors surveys and interview forms, and interview protocols for project key staff. Two standardized instruments measured students' progress in improving overall literacy skills: Test of Applied Literacy Skills (TALS) and Adult Basic Learning Examination (ABLE). Evaluation results of three cycles of teaching indicated that Cycle I participants were undecided as to whether the classes helped them to do their job better; however, they improved understanding and ability to use information in textual materials and quantitative skills. On Cycle II, the average participant experienced a similar improvement as that of participants of Cycle I. On Cycle III, the aggregate of all companies moved to a higher proficiency level in the prose section of the TALS test. Supervisors at different sites had different opinions regarding training impacts. Three recommendations were made: assessment instruments should more closely measure the content of the training; outcomes should be clarified; and teachers should be trained in the use of the model. (Appendixes include participant surveys, supervisor surveys, interview protocols, participants' productivity data, and curriculum outline.) (YLB)