The study reported in this document was conducted to identify, describe, and assess the potential of innovative approaches to integrating vocational and academic education as one way of helping students to understand the utility of academic learning. Research activities included case studies of five integrated-curriculum programs in California, New York, Ohio, and Pennsylvania; a literature review; consultation with experts; and cross-site analysis of integration issues. The study found that innovative efforts to achieve a new relationship and closer alignment between vocational and academic curriculum and instruction appear to be a highly promising trend. Some of the findings are the following: (1) curriculum development and professional development are key activities for implementing an integrated vocational/academic curriculum; (2) both academic and vocational instructors should be involved from the start; (3) social, intellectual, and physical barriers between the vocational and academic staff must be breached; (4) 5 years is a minimum time to integrate the curricula; (5) curriculum integration efforts should not be focused strictly on "high technology" subjects at the expense of more traditional subjects; and (6) evaluation is weak in most programs, providing only anecdotal evidence of student benefit from curriculum integration. The report concludes that further research is needed but that vocational education can play a strengthened role in an integrated curriculum, especially if state support is provided. (Appendices comprising the bulk of the document include the five case studies, examples of technical writing assignments, and a 52-item bibliography.) (KC)