A study examined educational and pedagogical strategies industry trainers use for trainee learning and their methods of delivery, focusing on pedagogical practices using literacy and numeracy competencies in implementing training on the work site. It drew on case studies from five vocational education and training sites, looking at the industry, training for the industry onsite, and training issues espoused by trainers. Findings indicated trainers responding to the National Training Framework reported on the strength of training industry sites; engagement with the Australian Quality Training Framework enabled understanding Training Packages and their use as a framework for delivery, assessment, and accreditation of industry training; Key Competencies must be revisited as critical underpinning skills for industry training; workplace trainers valued their ability to network with professional colleagues and industry partners to enhance delivery of quality training; professional development opportunities were necessary in delivery of quality training; literacy and numeracy skills enabled the teaching and learning process in the workplace; higher order literacy skills were important in a climate of lifelong learning; and language's central role in industry training had pedagogic implications for training workplace trainers. Three key themes emerged to address to meet education and training needs of workplace trainers: balance industry-based training (location) with productivity constraints (time) and professional development (knowledge practices) opportunities. (36 references) (YLB)