The three broad goals of career education--learning to live, learning to learn, and learning to make a living--should be integrated into a lifelong educational process for the prime purpose of assisting every individual to become a fully capacitated, self-motivated, self-fulfilled, contributing member of society. The "guidelines" consider the role of industrial education, basic skills, goals, and many other topics such as scope and sequence, occupational/socioeconomic information, guidance and counseling, life-related experiences, student organizations, advisory committees, and professional development. Program assessment, curriculum development, and program implementation are also reviewed in the "guidelines," which should be helpful in improving industrial arts programs. Many program changes are implied, and no doubt some will not materialize. However, the role of industrial arts is vital in the career education thrust. Industrial arts educators have an obligation to fulfill this commitment and should be willing to be held accountable accordingly. (Author/NH)