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‘Assess-Train-Assess’ (ATA) refers to an approach where there is an initial assessment of any skills gap, followed by training provision to meet the needs identified in that assessment and then a follow-up assessment to determine the extent to which the training need has been met. In 2003, the Institute for Employment Studies (IES) was commissioned by the Department for Skills and Education (DfES) to undertake research to explore good practice in ATA approaches to workforce development. The research objectives were to: identify good practice in training to fill skill gaps; examine the economics of ATA models compared to conventional approaches to delivery; investigate whether the existing further education (FE) funding model provides incentives or discourages colleges from adopting the ATA model; consider the staff training needs that might arise from a shift towards more work-based training; and consider the resource and organisational implications for colleges and other providers of a shift towards ATA for learners who are not work-based. This report contains the findings of the research, recommendations for good practice and case studies.