Three hundred and fifty nine career and vocational resources were reviewed to determine if male and female students in Michigan secondary schools were exposed to sex-role stereotyping in instructional materials. The review was conducted as part of a site visitation to twenty secondary and area vocational skill centers. A twenty-two item instrument was designed to yield data which would determine the frequency of specific stereotypic patterns. Each questionnaire item was applied to three areas: (1) language, (2) illustrations, and (3) context. Among the findings was that in an average of 53% of the learning resources, gender was associated with job titles, objects, interests, activities, or occupations through context and language. In addition, 6.1% of the materials had cliches, innuendoes, sentences, and/or questions that connote or denote sex-role stereotyping. Thirty-nine percent of the materials through context, 33% through illustrations, and 30% through language were directed to males predominantly. Stereotyping was more evident in interactions among persons in a work setting than in interactions among family and peers. Also it was found that an intention to reflect minority populations was evident in an average of 28% of the three categories. (The instrument for assessing sex-role stereotyping in learning resources is appended.) (LRA)