The current status of intergenerational education in vocational education programs at the secondary school level was assessed in a Pennsylvania study. A literature review expanded upon the rationale for adult education, further defined the complex system of adult education, and introduced intergenerational education in a long history of adult educational programs. A survey of 42 of the 52 adults enrolled in secondary vocational programs at the Altoona Area Vocational-Technical School (AAVTS) was followed by interviews with 20 of this group as well as 2 hearing-impaired students. Sixteen AAVTS teachers currently teaching adults in the secondary school classroom and 71 members of the Pennsylvania Association of Vocational Administrators also completed questionnaires. Adult students, teachers, and administrators agreed on the following: (1) the adults wanted to make better lives for themselves and their families; (2) they believed they could accomplish this through education; and (3) they developed positive self-esteem, which they transferred to the high school students. Two concerns were universally identified: funding sources to provide tuition for the adults and ability to be successful in the program. One universal inhibiting factor was expressed: adults needed to be taught differently than high school students. Recommendations for intergenerational programs were: communication to the community of the positive influence of adults and youth on each other; adequate support services; ancillary services for adults; and professional development support for teachers. (Appendixes include an 84-item bibliography, survey instruments, and case study materials.) (YLB)