A project was conducted to develop and compare two vocational education programs--a bilingual instructional model and an English core language instructional model--for limited English proficient (LEP) students in vocational education at Waubonsee Community College (Illinois). During the project, information and referral services and support services to more than 100 LEP students were provided; inservice workshops concerning the problems of LEP students were presented for Waubonsee personnel and the community; and inservice and preservice training for planning and implementing vocational training for LEP students were offered to administrators and vocational and language instructors in Illinois. The major accomplishments of the LEP project were in the areas of materials development. Instructional materials for students and instructors in machine shop fundamentals and a secretarial science instructor's manual in vocational English as a second language were developed. A comparison of the bilingual and non-bilingual English core language instructional models were implemented during the project. The project demonstrated that with support services, courses in vocational English as a second language and appropriate English core vocational curricula and materials both helped limited English proficient students succeed. The project concluded that a high priority be placed on English language skills in all vocational courses. The materials developed by the project are expected to be used by more than 150 community colleges. (KC)