In this document, insights into teachers' professional community (or communities) derive from a comparison between teachers of the core academic subjects (English, social studies, science, mathematics, and foreign language) and those in three traditional vocational subjects (industrial arts, business, and home economics). Two areas of research are: (1) the extent that these high school teachers are members of the same professional community; and (2) the ways their respective orientations to the work of teaching foster or inhibit the closer integration of their work. This document concentrates on aspects of professional identity and community in five sites, all comprehensive public high schools in a single state. Although the schools differ in crucial ways, the school-level differences are of less importance here than some of the commonalities in the way that academic and nonacademic teachers are positioned within them. Among the findings were that the language of subject specialization is dominant, and the structure of the departments firmly in place. A few teachers and administrators envision more permeable boundaries between subjects, more meaningful ties across subject areas, and more sensible relations between school and work. (44 references) (RR)