The evolution of eight Tech Prep consortia since reauthorization of federal Tech Prep legislation in 1998 was examined in a 4-year longitudinal study. Cross-consortium changes were identified through field visits and personal interviews between 1998-2001 with a wide range of stakeholders, especially administrators, faculty, and students. Legislated changes increased emphasis on contextual learning and work-based learning, articulation agreements, and accountability. Changes within the consortia included these: (1) greater awareness that Tech Prep resources be directed at the secondary level; (2) increased efforts to raise academic standards; (3) more 2+2+2 curriculum options; (4) necessity for new certifications; (5) updating, broadening, and integration of CTE curriculum; and (6) increased use of career academies. In order to facilitate change, local characteristics such as supportive and stable leadership, adequate fiscal resources, and intra-school communication were needed. External change factors such as states' historic role in oversight of vocational education, business and industry support of Tech Prep, and stricter academic standards were also necessary. These recommendations for future policy and practice included: (1) increased articulation agreements supporting student transition from high school to college; (2) increased funding for curriculum innovation to meet diverse student needs; (3) involvement of 4-year colleges and universities in Tech Prep curriculum reform; (4) avoidance of student tracking; (5) strengthened community college role in Tech Prep; and (6) enhanced program evaluation and outcomes assessment approaches. (AJ)