The practice and processes of articulated tech prep programs were examined in Spring 1991. Two major areas of focus were getting a general picture of the status of tech prep programs in the United States and learning about tech prep programs for at-risk students. A literature review focused on three areas: definition, background, and philosophy; characteristics and categories of at-risk students; and link between tech prep programs and at-risk populations. A survey was developed and mailed to 354 institutions in the United States. After a second instrument was mailed as a follow-up, a total of 200 institutions responded. Thirteen sites were selected for follow-up through case study observations. Findings showed that most tech prep programs were at the planning stage. The Perkins Act provided the skeletal form for all programs. Tech prep would take many forms but have a core of formal articulation agreements; core curriculum of math, science, technology, and communication; counseling component; and 2+2 program design. Primary clients had not been identified. Programs were building from established connections between educational institutions. A very positive aspect was the connection among faculty. The middle school was the beginning point for most programs; postsecondary institutions were passive in their involvement. No models had emerged. Barriers were similar to those faced by any innovation. As currently practiced, tech prep did not address the needs of at-risk students well. (Appendixes include 65 references and survey instrument.) (YLB)