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This project aimed to to contribute to the development of strategies that can assist young offenders with low literacy and numeracy skills to 'break in' to established learning systems. The project identified three processes as critical in enabling this process to occur: - the acquisition of literacy and numeracy skills, - the development of self-confidence in learners, and - practical application of skills in vocational settings. The project involved a literature review, an action research project of a joint CGEA (1996 - 2001)/Automotive course, the application of identified strategies in other trial programs, and consideration of the project and draft findings by 3 focus groups. The report lists key findings, with accompanying strategies, in terms of entry to learning (including anger, insecurity about learning, fear of failure and success), and learning processes. It is intended that the suggested strategies can be adopted across a range of learning opportunities in the vocational education and training system. An appendix lists details of the project background, methodology, literature search, project trials.