The Memphis-Project Literacy U.S. (M-PLUS) coalition tried the reading immersion concept with a defined target audience in the workplace. Fifty-six employees of the Defense Depot and the City of Memphis (Tennessee) were admitted to the program based on test scores of between 2.0 and 7.0 grade levels on the Gates-MacGinitie Reading Test. The program was conducted onsite in the workplace by trained teachers. Instruction was conducted about 6.5 hours per day for two weeks, in small groups based on reading grade level. The program used a diagnostic-prescriptive approach to reading instruction. Group sessions were conducted using job- and community-related materials such as maps, forms, charts, and graphs. Instructional methods consisted of assisted reading, silent reading, oral reading, phonics, small group reading, and completion of practice exercises. Standardized instruments were used to evaluate the program and its participants. As a result of the program, mean reading scores for the participants increased, and participants indicated a positive attitude toward education. Some of the lessons learned about teaching in the workplace were the following: (1) initiation of programs must begin at the top; (2) motivation to learn was increased when family and friends were involved in the program; (3) literacy consciousness often transferred from classroom to home and workplace; (4) adult learners must feel some input to the content/methods of their learning; (5) neither testing nor years of formal schooling are a good indicator of reading skill; and (6) the immersion reading program stimulated many to continue their learning. Finally, the study cautioned that educators must be wary of labeling students as illiterate or aliterate. (KC)