Perhaps the most enduring belief about vocational education (VE) is that it is only for the noncollege bound, potential dropouts, or other special needs students. In reality, 80% of high school students take at least one occupationally specific vocational course, and one in eight academic students actually takes more vocational courses than vocational students do. A range of studies contain strong evidence that the generic technical skills and occupationally specific skills provided in VE increase worker productivity, skill transfer, job access, and job stability when vocational graduates find training-related jobs. Popular misconceptions about the labor market and college, including the widespread beliefs among parents that a four-year college degree will guarantee their children a place in the middle class and that every child has the aptitude and interests to succeed in an academic four-year college degree program, may reinforce the traditional negative image of VE. However, a closer look at the supply and demand in the labor market reveals evidence contradicting both these beliefs. Studies also confirm that, despite the fact that many people have negative impressions of VE, most hold very favorable attitudes toward many of the elements that are a traditional part of VE. (Contains 13 references.) (MN)