This article evaluates Check and Connect (Hoppe & Bray, 2000), a computer-assisted learning program funded by a competitive subgrant under the "Individuals with Disabilities Education Act Part B" (ages 3-21). The program targeted 20 students in high school with disabilities categorized as "learning disabilities," "other health impairment," "emotional disturbance" and "mental retardation." Moreover, these students exhibited many behaviors associated with risk for school failure, such as poor motivation, poor attendance, poor emotional control, poor self-esteem, impulsive behavior, non-compliant behavior to authority figures, poor self-management skills, low academic skills and poor pragmatic language skills. The major goal of the program was to create behavioral interventions that enabled students to acquire social and behavioral skills which generalized to the home, employment and community setting. Four constructs were explored to assess the efficacy of the Check and Connect personal development program: (1) work-related; (2) interpersonal; (3) social/community; and (4) overall rank. The indicators used to measure participation in school were based on the "Hawthorne Transition Behavior Scale." These indicators were used to measure an overall rank score in transition behavior. The rating scales were completed by the students' special education teacher and by a general education teacher. The four constructs were measured using a pre- and post-evaluation design. The data were analyzed and graphed to determine program effectiveness. The Check and Connect program appeared to be beneficial for the students targeted in the program. The students reported that the use of the computers and the pay incentive gave them reasons to stay in school. It was also observed by teacher and administrators that the students worked hard at achieving learning goals. The program enabled the school district to build on an existing work study program, build networks with community organizations and connections with individual professionals in the school district and the community at large. Check and Connect promoted a technological and vocational technique to address behavior, cognitive and affective domains of learning as well as promoted the development of positive behavioral interventions and support. (Contains 1 figure.)