Although the benefits of articulation between secondary and postsecondary vocational programs are clear, progress in articulation between proprietary schools and secondary and/or postsecondary programs has been slow. The fundamental barrier to articulation between proprietary schools and postsecondary vocational education programs is faculty reluctance to be associated with a school that aims to make a profit. Besides faculty reluctance, the following present major barriers to articulation: communication breakdown, lack of enthusiasm, inability to sell the concept at the top level, leadership, staff elitism, and reluctance to change curriculum. Strategies for overcoming these barriers include arranging regularly scheduled meetings in the various schools, publishing a newsletter on the articulation effort, establishing an inservice meeting to disseminate information about the articulation effort, focusing on "students first," bringing in consultants, involving top personnel in planning, having representatives from both institutions on committees, and redesigning curricula at both schools. Three types of articulation are (1) private occupational schools that accept secondary vocational program graduates into their educational offerings, (2) cooperation between two or more proprietary schools, and (3) arrangements whereby graduates of proprietary schools are accepted into and continue their education at a community college or four-year school. This last type, transfer of credit, is the most common and is used in a variety of places. (KC)