Marion also remembered feeling confused. She thought the program was at a higher level than she was able to achieve. "I think it's like university or something," she said. She was aware of the kitchen setting but didn't think the program was for her. Both Marion and Hannah withheld their initial feelings and participated fully in the program. Hannah said, "I wait and then when we finish I understand. Also, my first day I start the cash…the first 10–15 minutes I was a little nervous, but after I became normal."

Maritza's transition was not so simple and it turned out that the program was not the right fit for her. It was only during her interview for this study that Maritza revealed her primary reason for returning to school was not to find part–time work, as she had initially stated, but to help her son who was in danger of failing Grade 4.

I can't write too much. Sometimes, well every night, I have to help my son for homework so it's a big problem. Sometimes I don't understand [and] he don't understand. The problem is he don't do the homework. He have to go to the school, go to the teacher [and] explain everything. Oh my goodness, it's a big problem I have. I explain to [the teacher] I go to school, this one, because sometimes I need to write the letter for the teacher or something, but I can't.

Her son's teacher suggested she arrange private tutoring to help Juan pass the fourth grade. Maritza explained this nervously and repeated the phrase, "You have to pay." Another reason that she wanted to improve her writing was to be able to write letters to her son's teacher when he didn't complete his homework. The teacher requested this method of communication instead of a phone call, which Maritza used to do with other teachers. She explained that she is not able to write a letter on her own. To solve this problem, she and Juan work together. Juan writes a first draft of the letter for Maritza. She then checks the words using her English–Spanish dictionary, makes corrections, copies the letter, and finally signs it. She was visibly relieved when I began to recognize the full impact of her problems with Juan and his teacher.

You see? Now you see the problem. The problem is because sometimes my son put 'm' and 'b', he not put 'n' and 'p'. And me, I can't go to Grade 5.' He can't. He can't. Oh my goodness. They explain not too much, but I try. I try.