A study of the roles of vocational and academic teachers in the integration process involved interviews with 109 principals, other administrators, counselors, and vocational and academic teachers at 10 school sites. The research was designed to build upon and complement studies identified in a literature search that had examined other facets of integration. Six themes emerged from an analysis of the interviews: cooperative efforts, curriculum strategies, instructional strategies, administrative practices and procedures, student outcomes, and teacher outcomes. The first three themes identified stages of integration and roles within the stages that teachers assume as they move from school settings where little or no integration exists to settings where extensive integration efforts are underway. The administrative practices and procedures theme was also characterized in stages that were directed at actions of administrators that can help teachers assume roles outlined for them in the three earlier themes. For both of the remaining themes, the overwhelming majority of the instances were positive. (Appendixes include a list of 24 references, interview schedules, descriptions of interview sites, and sample write-up of an interview.) (YLB)