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In 1999, an advisory group on ‘Citizenship for 16-19 year olds in education and training’ recommended that citizenship be recognised as a key life skill and that young people be provided with effective opportunities to develop their citizenship skills. A three year developmental phase of post-16 citizenship began in September 2001. A number of projects were initiated to implement various approaches to the delivery of post-16 citizenship in organisations providing education and training to 16-19 year olds. This report contains an evaluation that is part of an ongoing three year National Foundation for Educational Research (NFER) evaluation of the Department for Education and Skills (DfES) funded post-16 citizenship development projects in England. The evaluation examined progress in 11 round one consortia developing post-16 citizenship. The first year of the evaluation was designed to: assess the extent to which the development projects are progressing in line with their agreed action plans, and are working towards meeting their own objectives; begin to identify the conditions necessary for the success of post-16 citizenship and the forms of citizenship provision which appear the most effective; examine the initial impact of involvement in post-16 citizenship on young people’s skills, attitudes and knowledge. The evaluation of the first year of development found that there was no clear working definition of what citizenship education and active citizenship means for all concerned with post-16 education and training. As projects develop, a number of issues need to be kept under review in relation to: project management; staff background and experience; partner organisations and networking opportunities; external partners; consultants; staff development; resources; assessment and accreditation; progress and monitoring; and young people’s responses. It will also be important for the projects to inform and respond to developments in citizenship education within the National Curriculum pre-16 and in post-16 education and training, and broader policy developments.