These guidelines are for individuals and school divisions contemplating or already integrating academic and vocational education. Section 1 discusses two goals for integration. Section 2 provides a justification for integration and discusses the contradiction in the skills obtained in school and those needed in the workplace. Section 3 defines the integration of academic and vocational education in practical terms. Three aspects of integration are explored; they are integration: as defined by the 1990 Perkins Act; based on the eight models defined by Grubb et al. (1991); and as related to tech prep. Section 4 identifies barriers to integration and lists suggestions for eliminating them. Section 5 discusses ways to encourage cooperative efforts between academic and vocational teachers. Section 6 focuses on roles of key players: academic and vocational teachers, secondary school principals, secondary school counselors, and secondary school administrators and supervisory personnel. Section 7 discusses three aspects of the process for implementing integration: planning stages, marketing strategy, and strategies for policy change. Section 8 lists effective curricular and instructional strategies. References are listed at the end of each section. Section 9 contains a consolidated list of 20 references. Appendixes include 13 related references and transparency masters for use during staff inservice training and informational meetings with school administrators. (YLB)