The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for Collision Repair Technology programs, and are designed to clearly state what the Collision Repair Technology student should know and be able to do upon completion of an advanced high school Collision Repair Technology program. The standards are organized as follows: (1) Content Standards: Content Standards are general statements that identify major areas of knowledge, understanding, and skills which are expected to be learned by students in key subject and career areas by the end of the program. The Content Standards for Collision Repair Technology are organized according to the technical areas defined by the National Automotive Technical Education Foundation (NATEF) standards; (2) Performance Standards: Following each Content Standard are a number of Performance Standards. Performance Standards identify the more specific components of each content standard and define the expected abilities of students within each content standard; and (3) Performance Indicators: Each Performance Standard is analyzed into specific Performance Indicators according to the degree of difficulty. Performance Indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard. Performance Indicators may also be used as learning outcomes which teachers can identify as they plan their program learning objectives. [Funding for this paper was provided by the Center for Workforce Development at the University of Nevada, Las Vegas.]