This paper examines the delivery o f a new senior cycle programme in five schools. The rationale for its introduction was that it would fulfil the needs of students of nonacademic ability who show little interest in the traditional Leaving Certificate programme. The modular structure, emphasis on practical applications and active learning methods, work experience dimension, and the use of short term accreditation may encourage the students to complete the programme at a successful level, which might not have been achieved had they taken the Leaving Certificate. Research took place in the author’s and four other schools, of different type who were already using the LCA. As such it is a comparative study based on action research, which investigates the effects o f the introduction of a new programme on both the students and their teachers. Topics worthy of investigation were the influence of management in establishing a framework o f support, which would facilitate the launch of LCA, and the effectiveness of the programme in generating motivation and promoting positive learning outcomes for the students. In addition, how teamwork was built up and how effective this was in developing the cross-curricular approach to student learning and issues surrounding the work experience dimension. Finally, problems that arose with LCA are discussed and analysed. Arising from the analysis of the findings, recommendations for improvement are suggested. A highly important point would be that the feedback from the learning experience of the case study schools could feed into the future development plans for LCA in this school