A project to further the integration of vocational and academic education in Ohio used focus groups and surveys to obtain information on the needs of academic and vocational teachers for curriculum to assist them in this integration. Focus groups at nine secondary schools involved administrators and vocational and academic teachers. Their responses indicated the following: communication and having common planning time was important; curriculum materials were needed that provided academic applications for different trade areas; teachers would like books of lesson plans or a state curriculum for academics as they relate to different occupational areas; teachers favor externships; problems in teaching applied academics included too many preparations and no experience in the vocational areas; and barriers to integration were scheduling, class size, and attitudes toward career preparation. The high school survey was mailed to 1,242 secondary teachers, administrators, and teacher educators (47.7% responded). Findings indicated the following: high support for integration; need for common planning time; need for preservice programs; preference for integrated student projects, computer software, teacher resource guides, sample curriculum, and student workbooks; and important outcomes from teacher externships. Responses to almost identical surveys mailed to 477 adult basic and literacy education teachers (120 respondents) were highly comparable to those of the high school survey. (Eleven tables are appended.) (YLB)