A program sought to enhance the educational achievement and employability of 167 Hispanic students of limited English proficiency in grades 9-12 through elective courses in keyboarding, computer literacy, word processing, and automated accounting. The instructional approach was based on students' English proficiency. Students with the least English proficiency were taught primarily in Spanish; students with greater proficiency were taught in English. In addition to English as a second language, native language arts, and bilingual content-area instruction, all students were enrolled in classes in keyboarding conducted in English and Spanish. Supportive services were also offered to program participants. Program objectives were assessed in English language development (Criterion Referenced English Syntax Test--CREST and the Regents Competency Test--RCT in reading), work study/work readiness skills (staff-developed examination), and attendance (school and program records). A quantitative analysis of students' achievement data indicated that program objectives were met. Program students mastered an average of 1.8 CREST objectives per month in the fall and 2.3 in the spring; demonstrated statistically significant gains on the RCT and in work study/work readiness skills; and had significantly higher attendance. (Data tables are appended.) (YLB)