An important component of vocational assessment for handicapped children from kindergarten through adolescence is the measurement of interests. Direct measurements of interests generally provide inadequate information, because of the linear relationship between expressed interests and personal experiences and language development. In indirect measurement procedures, students' responses to stimuli are grouped into clusters of interests which can be related to specific occupations. Using an interest inventory supplies information that can be integrated with achievement and aptitude data to provide direction for selection of a specific program. Caution must be used in vocational assessment, as the development of interests and skills occurs in a cultural context and is influenced by length of residence in the United States, personal preferences, and English language proficiency. The New York City vocational assessment model is a holistic approach that enables junior high students to set vocational goals, complete an interest inventory, visit area high schools, and perform hands-on activities to allow teacher assessments of skills and abilities. Opportunities are provided to familiarize students with a variety of work environments. (JDD)