A study was conducted to determine the teacher competencies needed in order to develop valid and effective occupational learning experiences for educable mentally retarded (EMR) students based on available diagnostic test data and information. Four-member teams were selected from each participating school (four secondary and two postsecondary schools). Each team had a special educator, a vocational instructor, an audiovisual specialist, and a counselor, special educator, or vocational educator depending on the most effective team organization within the participating school. An action research design was used. As vocational teachers on the teams identified problems in modifying instructional materials, teaching strategies, and classroom procedures, team and staff members designed solutions. These solutions were then implemented by the vocational teacher and evaluated. Transportability of the developmental experiences and the resulting products were assessed with teams in one or two of the other participating schools. Three workshops were conducted focusing on (1) identifying participants' competencies in relation to those needed to develop effective instruction; (2) techniques for effective communication, task analysis, rewriting reading materials, and developing mediated instruction; and (3) teaching techniques, classroom management strategies, and practical evaluation. Some of the competencies which vocational teachers need to acquire are use of evaluation information in designing and managing instruction, behavior observation skills, performance evaluation techniques, individualizing instruction for EMR students, identification and restructuring of jobs, task analysis procedures, and skill in designing concrete learning experiences. Based on the evaluation of the workshops and critical competencies identified by the participants, a 2-week workshop agenda was developed which should provide the basic competencies needed. Two computer programs were also developed to retrieve jobs from a data bank which match specified DOT job titles (Dictionary of Occupational Titles) and present information on EMR characteristics. The suggested 2-week workshop agenda and the competency lists are included in the report. (Appendixes, bound separately, contain participant and staff vitas, materials from the three workshops, and other project materials.) (JT)