A study examined the characteristics of effective secondary vocational education programs for a variety of special needs populations (disabled, disadvantaged, and limited English proficient individuals; single parents; and persons enrolled in programs to eliminate sex bias and sex stereotyping). The following eight states were studied: California, Colorado, Nebraska, New Hampshire, North Carolina, Ohio, Pennsylvania, and Texas. Data were collected from a review of the literature, site visits to local schools, and a mail questionnaire to state coordinators of secondary vocational education programs for special populations. Encouragement of parental and community involvement, class sizes ranging from 11-15 students, and positive social interactions between special population and nonspecial population students were all associated with program success. Successful programs appeared to have staff members who were willing to experiment, were nonbiased toward special populations, served as positive role models, and had experience in both their subject area and methods of teaching special populations. Most successful programs coordinated sources from multiple funds to maximize their effective use. Preassessment of learning styles and special problems, individual education plans, readiness to modify curricula to meet individual needs, and supportive services all appeared linked to program success. It was concluded that program evaluations should focus on a variety of input, process, and outcome variables and that student evaluation should include assessment of students' skill development and personal growth related to attitudes and behaviors. (MN)