A study investigated the goals, implementation strategies, and possible obstacles to implementing vocational education in secondary schools in Zimbabwe. All 13 secondary schools that were piloting vocational education were used as the base for this study. Three of those schools were selected as case study schools. Data were collected through interviews with education officers, task force officials, and curriculum development unit officials and through questionnaires completed by headmasters and teachers. The total number of respondents was 73. In the three case schools, workshops, available machines, workshop equipment, texts, and store-room materials were studied. The following are among the conclusions reported: (1) implementation of vocational education was proving to be difficult, and it was evident that problems should be resolved before more schools were involved in the implementation; (2) among the difficulties were shortages (of machines, books, materials, and qualified staff) and poor planning due to top government officials making decisions with little input from the field; (3) respondents were very familiar with the term vocational education; (4) respondents had different views about the aims of vocational education and differed in their answers as to whether they were fulfilling the aims and objectives set for the program; and (5) no inservice training had prepared teachers for the new program. (The document contains a 44-item reference list.) (Author/CML)