Access to Learning for Adults (ALFA) links education providers and organizations in collaborative work to extend and improve access to education opportunities for adults underrepresented in the system. A survey followed the progress, performance, and experiences of 86 former ALFA students, aged 25 to 49, in London, England, in their seeking of employment. Seventy-one students had successfully completed courses at the Polytechnic of North London. The interviews examined employment outcomes; relevance of education as preparation for work; student and teacher expectations; the reasons for withdrawal of the nine who did not complete courses; issues such as finances, child care, confidence, and prejudice; and academic, personal, and other gains from completing courses. The vast majority felt that ALFA was worthwhile. For those who succeeded, support from peers, family, and the college was significant. Problems were cited in the size and atmosphere of the college, low expectations of tutors, and racism and classism. Changes recommended by students included strenthening links between the polytechnic and higher education, clear definitions of policy and practices, greater personal autonomy, attention to race issues, a longer induction period, and financial assistance. For those who withdrew, "failure" was a concept with different interpretations. Results of the study led to development of a mission statement for access. (28 references and 7 tables) (NLA)