This article describes development of the Inventory for Assessing the Job-Readiness Skills of Students Placed in Alternative Classes. Introductory material notes the importance of on-the-job vocational experiences for secondary students with mild academic or behavioral disabilities. The inventory covers three domains, life skills, affective skills, and employability skills, and encompasses 28 separate subskills that reflect those independent daily living skills necessary for students to acquire as they make the transition from school to work. The scale is designed so that the student evaluates his own life skills (personal appearance, communication skills, self-sufficiency, and vocational aspirations), the teacher evaluates the student's affective skills (self-management, initiative, creativity, team participation, interpersonal relationships, and conflict resolution), and the employer evaluates the student's employability skills (work attitude, work habits, job-specific skills, and knowledge of employee/employer roles). The inventory is also intended to identify target skills for direct remedial instruction. Field testing was performed with four high school junior or senior students over a 1-year period. Students, teachers, and employers all reported benefits from use of the inventory, although the time required for completing it was considered a drawback. A sample completed form is attached. (DB)