Information from tests, when considered in the context of decision theory, can play an important role in vocational development. This role is primarily one of stimulating and facilitating exploratory behavior. Objective procedures for converting test data into counseling information are discussed and illustrated with special attention being given to similarity scores and similarity score profiles. The similarity score profiles, when used in conjunction with success estimates, avoid many of the pitfalls inherent in Parsonian approaches to test interpretation. A computer-based system incorporating the above data-information conversion procedures was developed and field tested with potential vocational school students. Longitudinal validation analyses involving more than 1,500 students and 20 interest and aptitude measures provided the empirical base for the data-information conversion procedures. Similarity scores and success estimates were developed for each of the 12 vocational program areas in which the students enrolled. These reporting procedures were then field tested with an additional group of 900 students enrolled in 12 high schools. Illustrations of the similarity score reporting procedures and student reactions to them are provided. (Author/CK)