Bloomsburg University staff surveyed 184 area vocational teachers in northeastern Pennsylvania about their knowledge needs in teaching handicapped students. Results from the 121 responses showed that teachers felt they needed more information: about the Carl D. Perkins Act, in coordinating the placement of handicapped learners with vocational instructors before shop placement, in assisting administrtors in helping vocational instructors modify the curriculum for handicapped learners, and in informing parents about the availability of vocational programs. Using the results of the survey, consultants from the university were made available to two school districts for training personnel and consulting. As a result of the project, a curriculum model for school-to-work transition for handicapped students was developed, and transitional knowledge objectives for vocational education teachers were set. In addition, a "School-to-Work Transitional Planner" was developed to provide more explicit information on handicapped students in shop areas. An unexpected positive result of the program was that one school district hired five professionals to implement the school-to-work special education/vocational curriculum model. (Appendices, the bulk of the volume, include listings of products of consulting services, the needs questionnaire, summative results of connecting services, and five references.) (KC)