TWENTY-TWO OHIO HIGH SCHOOLS OFFERING VOCATIONAL AGRICULTURE TO 262 JUNIOR AND SENIOR STUDENTS PARTICIPATED IN A STUDY TO MEASURE THE RELATIVE EFFECTIVENESS OF FARM MANAGEMENT INSTRUCTIONAL UNITS DESIGNED TO ENHANCE STUDENT UNDERSTANDING OF BASIC PROFIT-MAXIMIZING PRINCIPLES WHEN USED IN TEACHING VOCATIONAL AGRICULTURE STUDENTS IN THE SCHOOL CLASSROOM. SIX SCHOOLS ACTED AS CONTROLS AND TAUGHT FARM MANAGEMENT IN THE TRADITIONAL MANNER, SEVEN ACTED AS A PILOT-BLOCK AND TAUGHT FROM THE PREPARED UNIT IN AN UNINTERRUPTED 6-WEEK PERIOD, AND NINE WERE DESIGNATED AS A PILOT-INTEGRATED GROUP TO TEACH THE SAME MATERIAL DURING A 5-MONTH PERIOD. AN EVALUATIVE POSTTEST CONSISTING OF 45 MULTIPLE-CHOICE QUESTIONS SERVED AS THE PRIMARY METHOD OF INSTRUCTIONAL UNIT EVALUATION. THE PILOT-BLOCK GROUP RECEIVED THE HIGHEST SCORES ON THE POSTTEST FOLLOWED BY THE PILOT-INTEGRATED AND CONTROL GROUPS. STUDENT UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES WAS SIGNIFICANTLY ASSOCIATED WITH STUDENT YEAR IN VOCATIONAL AGRICULTURE, STUDENT YEARS OF FARM EXPERIENCE, STUDENT I.Q., AND NUMBER OF TEACHERS IN THE VOCATIONAL AGRICULTURE DEPARTMENT. IT WAS CONCLUDED THAT THE PROFIT-MAXIMIZING PRINCIPLES APPROACH TO FARM MANAGEMENT INSTRUCTION GREATLY STRENGTHENED THIS PHASE OF THE VOCATIONAL AGRICULTURE CURRICULUM. THE EXTRA TEACHER PREPARATION AND TEACHING EFFORTS REQUIRED TENDED TO RESULT IN GREATER STUDENT INTEREST AND ACHIEVEMENT. THE APPENDIXES LIST PROFIT MAXIMIZING PRINCIPLES, COOPERATING TEACHERS AND SCHOOLS, CORRESPONDENCE, INSTRUMENTS, RELATED DATA, AND A BIBLIOGRAPHY. THE STUDY IS SUMMARIZED IN VT 004 155. (WB)