This study identifies the internal and external factors which differentiate women who enter male-traditional vocational training programs from those who enter female-traditional programs. Data were collected from 470 women enrolled in California vocational training programs. The sample was stratified on both social class and type of vocational training site--either secondary, Regional Occupational Centers/Programs (ROPs), or community college. Approximately equal numbers of women in male-dominated programs (nontraditionals) and female-dominated programs (traditionals) completed the self-administered questionnaire regarding (1) demographic/family background; (2) support/encouragement from others; (3) peer experience with nontraditional programs; and (4) personality and sex-role orientation. Results revealed the student subgroups differed most significantly in the amount of support, encouragement, and discouragement they received from the important others in their lives. Recommendations are made for steps which can be taken to improve educational quality and foster equality of educational opportunity. (Author)