The primary objective of this study was to provide a description of the process variables of trade and industrial education, such as curriculum, facilities, guidance and placement services, teachers and instructional methods, advisory committees and community relations, and administration. Data were collected from a stratified random sample of 100 vocational and comprehensive high schools that offered three or more trade and industrial education courses. Graduates from these schools in 1953, 1958, and 1962 totalled 10,805, and followup information was collected from 5,327 of these. Some findings were: (1) Vocational graduates who work in their field of study do better than academic graduates on all occupational outcome measures, (2) School adjustment performance of the two types of graduates was not significantly different, (3) The socioeconomic origins of academic teachers was higher than that of vocational teachers, (4) 14 percent of the schools had a college preparatory track for vocational students, (5) 25 percent of the schools had less than 80 percent of the major shop equipment required to meet course objectives, (6) The mean age of schools was 27 years, (7) The average counselo r spent 12 hours per week in personal student conferences, which averaged 23 minutes in length, and (8) 21 percent of the schools had no placement coordinator, 71 percent had a part-time coordinator, and 8 percent had full-time coordinators. (EM)