Can educationally disadvantaged pupils' attitudes, interests and knowledge concerning the world of work be improved through visual literacy techniques (VLT) and the Great World of Work Curriculum Guide (GWWCG)? Subjects were 158 educationally disadvantaged boys from the Harrisburg Middle School. The "Vocational Development Inventory,""Picture Interest Inventory" and the "Pennsylvania Occupational Questionnaire" were used as pre- and postmeasures. The VLT program also included GWWCG. Since significant differences did not occur between the VLT and GWWCG groups, this study did not support the additional expense of visual literacy techniques which required the purchase of cameras. Both the VLT and GWWCG groups made significant gains compared to the traditional program. These significant gains indicate the importance of structured, well planned field trips which require pupils to answer key questions in writing, as well as of other appropriate learning experiences. Such field trips were made with definite purposes in mind. These purposes had been made clear to the pupils. Also the written follow-up exercises provided learning reinforcement which apparently contributed to a significant gain in occupational awareness for educationally disadvantaged pupils. (Author/JW)