Kansas Balance-of-State, a CETA (Comprehensive Employment and Training Act) prime sponsor explored the possibilities of open entry-open exit in meeting the classroom training needs of clients in area vocational technical schools (AVTS). The change to open entry-open exit was found to involve consideration of flexibility and self-paced, individualized instruction; staff training; and administrative concerns in transitioning. A review of open entry-open exit at institutions in Florida, Minnesota, Missouri, and Nebraska was supplemented by open entry-open exit status information on Kansas community colleges and AVTS. Elements observed in operation were staggered enrollment; student dominance in the classroom-laboratory; need for different curriculum materials and more teaching aids; facility design to provide for large and small group activities, individual study, and laboratory activities; and teacher support. Data showing over one-half of the 1,520 CETA clients in classroom training during 1979 enrolled in institutions other than AVTS and community colleges seemed to indicate that they would enroll in them if space were available following registration. Recommendations included changing AVTS training programs to open entry-open exit and allowing the greatest flexibility for student entry and exit. (YLB)