The effects of the inclusion of literacy and numeracy competencies within Australia's food processing industry training package were examined in two case studies of training at two food processing facilities in Victoria. The first case study involved a large pasta factory that had approximately 270 employees and a contract with a registered training organization (RTO). The second case study examined a bread factory at which training was provided by in-house workplace trainers. Data were collected through a literature review and interviews with a representative of the Victorian Food Industry Training board, an industry training consultant, a company training manager, and the manager of an RTO. In both case studies, the inclusion of literacy in industry standards resulted in enterprise-based teachers adding value to training on a number of levels. However, trainers' literacy-related work tended to be marginalized by the constraints of the industrial context and because literacy standards were implicit rather than explicitly spelled out in endorsed components. (The bibliography lists 18 references. The following are among the items appended: outlines of core, optional, and specialist standards aligned to the Australian Qualifications Framework structure; a checklist for on-the-job assessment in electric forklift operation; and training materials for various level work practices.) (MN)