30 s (termination), p < 0.001). At the end of the pilot period, exit surveys were collected from 43 volunteer participants and their responses are presented in Table 1. Of the respondents, 91% indicated they would participate again if the class was offered and 100% indicated they would recommend it to a friend or family member. In response to the question “Do you feel that the (Tai Ji Quan) class helped you physically (balance, flexibility, strength)?” 67% of the participants indicated specific benefits gained from participation. Verbatim examples of

the narrative responses include: “The class helped me be able to use old muscles I have not used in a while. Now I can stretch my arms up very high”, “I was walking with a cane for a couple Perifosine order of years. After I GABA activity join the class I am able to walk without a cane”, “After I join the class, I’m

able to get up easier than before”, “When I put on my pants, I don’t need to hold onto anything for support”, “Can stand longer without a cane”, and “Because of a stroke, I couldn’t use my arm. But I am able to move and use my arm and lift up to my head. A debrief of the leaders at the end of the program indicated strong support for its benefits and the importance of continuing the program. Some of the responses emphasized the usefulness of the training and follow-up refresher classes provided to the leaders while others suggested areas of improvements in training logistics, including: “Too much to absorb in 2 days, spread it out over 3–4 days”, “Clarify what (paperwork) is necessary to collect and hand in”,

and “Provide the big picture of how our work fits with Minnesota Board on Aging, the state, etc.” Specific to working not with bilingual communities, suggestions included, “for outreach and marketing (have) pictures of similar people doing (Tai Ji Quan)”. Also, there was a mixed response regarding whether to translate the participant registration forms. Some leaders thought it could be an advantage to translate forms while others thought, since there are both cultural and literal translation components, that “translation may not work; (that it) may be better to have a bilingual interpreter (for) language and culture”. One additional factor raised regarding translating forms was whether the participants are literate in their native language and, if not, the bilingual interpreter would need to translate the form when meeting with the participant. This pilot study was a community-based implementation project aimed at delivering an evidence-based fall prevention program through organizations that serve primarily non-English speaking older adults of different cultural backgrounds. In some cases, the older adults were not literate in their native language.