The problem of determining whether to award credit for training offered through the Comprehensive Employment and Training Act (CETA) program and what credentials to offer is addressed as part of the American Council on Education's Higher Education/CETA Project, which was supported by the Fund for the Improvement of Postsecondary Education. In addition to the option of awarding academic or nonacademic credit, some training programs lead to a licensing exam, or provide preparation for a General Education Diploma. A certificate of completion may be awarded to indicate that the individual has studied and mastered a body of content, such as auto mechanics or English, for a given length of time. There are also programs such as apprenticeships and proprietary school training. Most of the studies relating to the credentializing of CETA training indicate that a credential for training or education is generally considered valuable, particularly for employment. In some instances, it is the credential, not the training or skills, that determines employment. In the case of the participants, the awarding of credit is seen by some CETA staff as a possible motivator and source of self-esteem. Many employers feel that academic credit for training indicates some qualities important to successful employment, including dependability and staying with a project until completion. Generally, academic credit seems to be most valuable if it leads to a degree or diploma. The problem of establishing credit for training offered by community-based organizations and other barriers to awarding academic credit are reviewed, along with examples of successful credit-awarding programs. It is noted that a record of credentials may be important in 5 or 10 years for verification of the CETA participant's training. (SW)