The majority of employment and training programs are designed as one-size-fits-all, leaving approximately 85 percent of participants unsatisfied, unmotivated, or forced back into a job with no chance of advancement. In targeting a clientele of single parents and dislocated workers, an action research project, called Chance to Advance, conducted in Pennsylvania, provided an opportunity for participants to select instruction according to their individual needs. At the start of the program, participants were tested to determine academic skill levels and intervention needs. The 10 program participants were empowered by the use of supportive techniques customized to fit their aspirations so that they could evaluate their current skill levels and the needs of the labor market and current career fields. Less time was spent on instruction, with increased time spent on helping participants locate employment in line with their skills, knowledge, and goals. Data collected through testing, surveys, and interviews showed that participants enrolled in Chance to Advance had been unaware of their reading and mathematics skills problems and of how important these skills are to job success. Halfway through the 12-week program, participants submitted suggestions, such as having more class time, and others said that the instruction provided has been essential to a successful job hunt. Further research on the individualized format with a larger group was suggested. (KC)