This report deals with the reading and numeracy performance of four cohorts of learners, taught by candidates who successfully completed the New Zealand Certificate in Adult Literacy and Numeracy Education (Vocational) in 2019. We show how these selected cohorts’ performance can be compared to the overall Wintec performance reported in Greyling, Ahmad and Wallace (2020a, b). We also investigate the links between initial reading and numeracy scores and module completions, defined as either a categorical Pass/Fail binary, or a continuous variable (i.e. the percentage of modules each student completes in any given year). Although the findings show that the targeted cohorts exceeded the mean performance for Wintec students on both reading and numeracy, we point out the limitations and ambiguities associated with such a finding. We recommend that a multifactorial model be developed to explain the complexities of student performance, the pursuit of a whole-of-organisation perspective remain a priority goal, a larger sample of NZCALNE(Voc) candidates’ students be tracked, and other methodologies and/or interventions be considered to lift outcomes for students.