Adolescents' verbal and nonverbal communication skills were compared before and after training in a workforce readiness training program, Language for Scholars (LFS), and a study skills program, Ideal Student Workshop (ISW). A cross-over design was used, ensuring that 44 adolescents received both programs and acted as their own control. The LFS program incorporated aspects of modeling, operationalized behaviors, performance, feedback, and self-regulatory goal setting. The active comparison ISW program taught study skill strategies. Adolescents participated in three interviews before (Pretest) and after both programs (Posttest 1, Posttest 2). Findings revealed that both adolescents' verbal and nonverbal communication skills improved significantly immediately after completion of the LFS program only at Posttest 1 and Posttest 2. However, only nonverbal communication skills improved at Posttest 1 when comparing results between LFS and ISW. Findings suggest that both programs yielded some positive outcomes for adolescents.