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The Tertiary Education Learning and Assessment Centres (TELACs) are community-based, one-stop information shops that provide information, advice and support (including mentoring and computer resources) to adults who would not ordinarily consider tertiary education and training. The process evaluation of the TELAC pilot focused on the first two years of operation with the following key objectives: to examine the effectiveness of each TELACs delivery of services to its target group; to identify the areas of good practice of the TELACs; and to provide a cost analysis of the TELAC model. This report of the evaluation is intended to assist the Tertiary Education Commission’s (TEC’s) decision-making about the future of TELACs. The evaluation found that the operation and activities of the TELACs have been largely consistent with the requirements and objectives set out by the New Zealand Ministry of Education (MoE) at the outset of the pilot. In particular, the sections of the community targeted by the TELACs - those with low-level school qualifications and those least likely to progress further in tertiary education - and the services provided to these target groups reflected the MoE’s expressed intentions. While doing so, the flexibility of the TELAC program has allowed the two TELACs to successfully adapt their services - and the way those services are delivered - to the needs of their particular communities. In addition to identifying the strengths of the TELAC program, a number of areas of concern have also been highlighted. The report has five sections: (1) the background to the TELAC pilot including its inception, a description of its implementation, and also of the TELACs themselves; (2) the evaluation design and methods; (3) findings of the quantitative data from the TELAC milestone reports covering the first two years of operation, and from interviews with the four major groups of respondents (TELAC managers; learners; community and other tertiary education organisation/government/school representatives; TEC advisors); (4) analyses of the findings; and (5) concluding comments.