A consultant and guest trainer implemented a practicum intervention designed to enable the graduation of 10 at-risk Latina women from a day care teacher training program. The trainees had been identified as being at-risk of dropping out of the program due to a lack of English-as-a-Second-Language (ESL) and literacy skills, low self-esteem, and lack of motivation. During the course of 12 weekly 90-minute sessions, trainees drew on their cultural heritage to develop ESL and literacy skills, motivation, and a sense of competency and self-esteem. Practicum evaluation data indicated that the intervention was successful. All participants graduated from the program. Analysis of the evaluation data indicated that 9 of the 10 graduates met the agency's day care teacher competency standards and exceeded state standards. The intervention's emphasis on the trainees' cultural heritage led trainees to value their language and culture and share them with children in day care, and to feel comfortable expressing themselves in English with children, parents, and employers. Related materials, such as a teacher evaluation form, word list, and vocabulary test, are appended. (RH)