As part of a 3-year research project, a study focused on the character and the consequences of vocational and academic teachers' professional identities and relationships within comprehensive high schools. Information was gathered through interviews, observations, and survey queries in five high schools in California and Michigan. The views of 35 high school vocational teachers were studied, and attitudes of academic teachers were also observed. The study found that the vocational teachers often were held in lower esteem by their peers and administrators and sometimes were embarrassed by their subject matter. The standards for status were the subjects taught by universities, although vocational teachers pointed out, to little recognition, that their subjects were necessary for developing the work force. Vocational education teachers often taught a higher proportion of special education students than did academic teachers. Vocational and academic teachers often had little contact and little in common unless they served on faculty committees or coached sports together. Some departments had a sense of community and cohesiveness, which varied from school to school. Usually, vocational teachers suffered lack of prestige and lack of support from administrators, other teachers, students, and parents. (The five high schools are profiled in the appendix; 44 references are included.) (KC)