Policies and practices were identified that have led to the success of exemplary programs in adult vocational education in Ohio. Data were collected from adult vocational education personnel, students, and employers located in five exemplary planning districts. All districts had a full-time supervisor for adult programs, employed full- and part-time adult vocational education instructors, developed a separate budget, used craft advisory committees, conducted informal and formal evaluation of vocational education programs, and cooperated with local business, government, and community agencies. Less than one-half of all adult instructors held a bachelor's degree. Two-thirds used competency-based educational curricula. The most common teaching method was supervising individuals working on projects or at cooperative training stations. Instructors were involved in job placement and student recruitment. Adult students attended vocational/technical classes to improve job skills and to prepare for a career or job change. About two-thirds were enrolled full-time. About two-thirds received employer or other support for tuition costs. Over one-half of the employers reimbursed employees and provided work release. Use of employer facilities as a classroom or laboratory was indicated as the most frequent cooperative activity. (Appendixes include survey instruments and data tables.) (YLB)