Researchers examined the factors driving and impeding effective implementation of recognition of prior learning (RPL) in Australia's vocational education and training sector. The study relied on the following data collection activities: a literature review; an environmental scan of current policies and procedures; statistical analysis of national data; 128 structured interviews with individuals from 28 registered training organizations; focus groups; and a national forum. The existence of the Australian Quality Training Framework and ongoing interest in meeting access and equity obligations and client demands emerged as key drivers of RPL. RPL appeared less useful to young people than to older individuals. Uptake of RPL among equity groups was relatively low. No single barrier was identified as significantly affecting implementation of RPL. Some students chose not to apply for it, even when eligible, because they preferred the training itself and the experience of interacting with other students. The processes for RPL were identified as one factor that might affect RPL implementation in some contexts. Other factors included awareness and understanding of RPL and perceptions of its relevance. Nine specific strategies to facilitate more effective implementation of RPL were recommended for consideration by the National Training Qualifications Council. (Twenty-five tables/figures are included. The bibliography lists 79 references. A description of the study methodology and selected statistics are appended.) (MN)