A project was designed to measure the effects of integrating basic reading and mathematical instruction with prevocational instruction through the addition of a basic skills resource room, a technical simulation unit, and guidance and counseling to the ninth grade vocational experience program for educable mentally handicapped and disadvantaged students in four Hardin County, Kentucky, secondary schools. Research design involved pre- and posttest measurements for the investigation of 20 null hypotheses in the areas of academic achievement, self-concept, and attitude toward work concepts to determine the differences between the experimental groups (participants in the expanded program) and the control group (participants in the existing curriculum). Third party evaluation showed that for the 20 hypotheses tested, every adjusted posttest mean of the treatment groups was higher than the corresponding adjusted posttest mean for the control group (with one exception) even though all differences were not statistically significant. Greatest statistical differences were found in the arithmetic portion of the treatment, which was directly connected with the resource room. Recommendations and guidelines based on the research are suggested for use by school administrators who develop exceptional vocational education programs. Attachments and appendixes contain forms, materials, and criteria used in the study and summative evaluation. (TA)