Data were gathered by mail questionnaire from 230 of the 289 teacher educators and state supervisors in seven states to investigate factors influencing the utilization of information for problem solving in vocational and technical education. Data were treated through a description of the sample, the method of paired comparisons, analysis of contingency tables, and multiple linear regression. Teacher educators were more likely than state supervisors to use research-oriented literature and search impersonal sources of information. State supervisors were more likely than teacher educators to use guidebooks and summaries and interpretations of research, and consult with associates within their organization. Both groups tended to conduct their own literature search, read summaries and interpretations of research, utilize materials from educational institutions, use a library within their organization, and consult with personal sources in problem resolution. The factors of accessibility, ease of use, and degree of experience were positively correlated with frequency of literature source selection. Accessibility appeared to be the most potent variable for prediction of literature source utilization. Technical content was negatively correlated with frequency of use. This Ph.D. dissertation was submitted to The Ohio State University. (DM)