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In the new Australian economy, it is widely recognised that literacy and numeracy are vital underpinning skills for effective and efficient training. Workers wanting to improve their skills and qualifications may require literacy and numeracy support, and this applies not just to basic skills but also to complex tasks with their associated embedded complex literacy and numeracy skills. This paper presents a study of delivery of integrated literacy and numeracy in a training package. The paper considers the question: To what extent is the delivery of integrated literacy and numeracy in training packages addressing the literacy and numeracy needs of workers? Three further research questions were developed for the project: (1) What might be a holistic structure and process for good practice in delivery of integrated literacy and numeracy in training packages? (2) How are 'literacy and numeracy' understood in the design and implementation of the Workplace Learning Services (WLS) model? (3) To what extent does this model address the multiliteracy practices needs of trainees in the workplace? The project adopted a case study approach, employing qualitative analytic procedures. The study found that training packages specify outcomes in terms of endorsed competencies and standards, they do not specify educational methods or the multiple ways the goals may be reached. The impact of integrated literacy and numeracy in training packages is determined in large part by the ways educators use them.