Based on two years of training for teacher aides involved in a high school equivalency program (HEP) for disadvantaged youth, a manual was developed to equip nonprofessionals to conduct basic skills classes in similar settings. The training program used task analysis in setting up the basic skills classes, and a group dynamics approach in which teacher trainees were actually involved in program planning and implementation. Two groups of nonprofessional teachers pursued three and four week preservice and continuous inservice training. They had primary responsibility for classes of ten to 15 students, planning and presenting class lessons, and directing individual learning activities. The second year, two former trainees were employed as associates, helping the trainer plan the program and supervise the trainees. Informal program evaluations by students and staff, both professionals and nonprofessionals, were obtained by interviews and a student questionnaire. The training manual itself stresses role playing and the involvement of teachers in planning learning activities. (The document includes historical and theoretical background discussions.) (Author/LY)