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Numeracy is generally taught as an adjunct to literacy, as a subset of genre normally practiced in providing access to language, literature, reading and writing. This project has identified that the use of numeracy and spatial skills as a basis for teaching language skills is restricted primarily to those teaching areas associated with industry-based programs. The research project is limited in its scope and spread of research inquiry due in part to the timing of the program in relation to the academic year, the number of responses received to the formal questionnaire and the limited funding base available to the researcher. At the time of promoting this research exercise, the effect of each of these factors was recognised and the project was never intended to be a definitive statement of the existence of a formal and structured teaching paradigm. The project sought only to provide the basis for further research across a more extensive practitioner population at some opportune time. The research has indicated this small sample of teachers do not deliberately set out to use student numeracy and spatial concept skills as a basis for constructing learning and development of language skills. They do however use these skills to advantage within a teaching and learning process related to reading, writing and verbal communication if they can be related to the activities involved in the program. Those teachers involved in work-based programs where funding has allowed for a more extensive identification and analysis of training needs have consciously been able to adapt programs to take advantage of these pre-evident skills, particularly in programs directed at work-based numeracy skills development.