THE OBJECTIVES OF THE PROGRAM WERE TO DEVELOP (1) A CURRICULUM PATTERN AND INSTRUCTIONAL MATERIALS, CURRICULUM GUIDES, AND TEACHER HANDBOOKS TO BE USED IN THE PROJECT METHOD OF TRAINING STUDENTS IN GRADES 11 AND 12 FOR ENTRY INTO A DISTRIBUTIVE OCCUPATION, (2) TO TRAIN TEACHERS IN THE METHOD, AND (3) TO ESTABLISH PILOT PROGRAMS USING THE PROJECT METHOD. THE PROJECT METHOD COORDINATES CLASSROOM INSTRUCTION WITH A SERIES OF INDIVIDUAL OR GROUP OCCUPATIONAL PROJECTS, IN CONTRAST TO THE COOPERATIVE METHOD WHICH COORDINATES CLASSROOM INSTRUCTION WITH ON-THE-JOB EXPERIENCES. PRE AND POST TESTS WERE GIVEN TO 379 11TH GRADE PROJECT AND 381 CONTROL STUDENTS, AND TO 211 12TH GRADE COOPERATIVE AND 280 CONTROL STUDENTS IN 17 COOPERATING SCHOOLS. TEACHERS OF BOTH PROJECT AND COOPERATIVE CLASSES COMPLETED THE MINNESOTA TEACHERS ATTITUDE INVENTORY TO RELATE TEACHER ATTITUDE TO STUDENT RESULTS ON STANDARDIZED TESTS. SOME TENTATIVE CONCLUSIONS WERE--(1) IMPLEMENTING THE PROJECT APPEARED TO HAVE STIMULATED THE INVOLVEMENT OF TEACHERS WITH GUIDANCE PERSONNEL AND INCREASED THE LATTER'S UNDERSTANDING OF CAREER OPPORTUNITIES IN DISTRIBUTION, (2) CLASSES WITH AN ENROLLMENT OF OVER 25 EXPERIENCED MORE DIFFICULTIES THAN THOSE WITH SMALLER ENROLLMENTS IN THE USE OF THE PROJECT METHOD, (3) A MAJORITY OF PROJECT METHOD TEACHERS REPORTED THAT MORE PREPARATION TIME WAS NEEDED THAN FOR OTHER METHODS OF INSTRUCTION, (4) FACILITIES FOR LABORATORY SESSION DID NOT SEEM TO BE SO IMPORTANT IN PROJECT METHOD SUCCESS AS FIRST THOUGHT, AND (5) ONE-DAY WORKSHOPS FOR THE TEACHERS WERE VERY IMPORTANT TO HELP TEACHERS ADAPT TO NEW MATERIALS AND METHODS. (MM)