This project, conducted by Spoon River College (Canton, Illinois), demonstrated the feasibility of a theoretical model developed by Wayne Giles and Gary Conti for training Comprehensive Employment and Training Act (CETA) clients. The model proposed the interfacing of long-term simultaneous training in academic skills, vocational skills, and self-awareness skills for CETA clients. This project actuated the model by providing 32 weeks of support training in developmental studies, welding, and human potential development to 20 CETA participants. The success of the project was measured by the gains in skills and knowledge in each of the three educational areas and by a comparison of the project group to a control group. Eleven of the 20 original participants, including one female, completed the program. All of the completers showed substantial gains in the academic skills of reading and mathematics, in occupational skills and knowledge, and in maturity of self-concept. As a result of the project, the following recommendations were made: (1) steps should be taken to make project participants aware of their status in the project and to help them personalize project goals; (2) performance-based assessment and counseling should be used to match trainees' aptitudes to long-term training requirements; (3) dedicated personnel should be employed; (4) the project director should supervise all staff, an advisory committee should be involved in long-term training, and regular staff meetings should be held with CETA representatives; and (5) participant placement should be made by program agents and Job Service personnel. (Author/KC)