The effects of the inclusion of literacy and numeracy competencies within Australia's civil construction industry training package were examined in a case study in Queensland. Data were collected through the following activities: interviews with trainers, workplace teachers, and workers; observations of training at an on-site training session on scaffolding; and a process of having respondents verify transcripts of their interviews. Little formal implementation of the civil construction training package in Queensland was discovered; however, training and assessment based on the civil construction competency standards was being provided at the company level. Although those interviewed generally recognized that literacy/numeracy competencies should underpin industry standards, there was a tension between managers' and trainers' commitment to providing such training and their commitment to complete their current construction project on time and within budget. (The bibliography lists 30 references. The following items are appended: the interview schedules; six tables detailing civil construction competency acquisition by workers at the case study site; an explosive power tools poster; a list of competencies taught in the scaffolding unit of competency; scaffolding assessment materials; comparison of diagrams of oxyacetylene equipment; oxyacetylene process and equipment handouts; and sample materials by the Performance Training Party, Ltd.) (MN)