A project examined five case studies of workplace literacy initiatives. The research sought to understand better what happens within workplace literacy programs--what are their premises and claims, their curricular stances, and their approach to teaching and learning--with the intent of resolving the basic question of whether vocational institutions can claim uniqueness or a comparative advantage over other providers in the workplace literacy enterprise. Case studies were conducted at the following sites: (1) a hospital service workers' project; (2) a high tech manufacturing company's basic skills project; (3) basic skills program for nonsalaried bank workers; (4) English as a second language for immigrant service workers in a hotel; and (5) a nontraditional vocational institution focused on workplace literacy. Based on interviews, document examination, on-site observation, and a review of literature, the research supported hypotheses that vocational institutions would have a comparative advantage in workplace literacy programs because of the following: (1) they have a long tradition of collaborating with industry to derive workplace-based curricula; (2) they have a history of catering to diverse and marginalized populations among whom could be found enclaves of illiteracy; (3) they provide both initial and upgraded training geared to lifelong learning; and (4) they offer basic skills in the functional context of technical skills. (The report includes 111 references and 3 appendices: overview of the hospital reading on-the-job course, practicing menu reading, and 4 tables.) (KC)