This brief suggests that vocational educators may be unclear as to whether they have accomplished integration of vocational and academic education because of the multistage nature of the process. The three stages suggest a continuum of professional growth, as vocational and academic educators first become aware of limitations of the status quo, begin to explore ways to enhance their own curriculum content, and finally move into integrated planning and teaching. Although academic educators are applauded for working through the first two stages, vocational educators must begin exploring the process to be ready for collaborative efforts at the same time as the academic educators. The first stage of integration is one of awareness. Vocational teachers must begin to recognize the limitations of teaching only a trade skill, when workplace needs have changed. In the second stage, teachers begin to experiment with curriculum-enhancement techniques. Vocational teachers must begin expanding their trade-specific content to include academic content and process skills. Stage three involves collaboration and planning between vocational and academic teachers. Vocational educators must initiate this process, since vocational programs are most at risk. This stage can be accomplished by following three steps: become familiar with the materials the academic teachers use; reach out to the academic teachers; and begin building partnerships with academic teachers by offering materials, demonstrations, and student exchanges. (YLB)