POST-HIGH SCHOOL VOCATIONAL-TECHNICAL STUDENTS WAS DEVELOPED, IMPLEMENTED, AND EVALUATED IN FIVE SCHOOLS IN TERMS OF ITS ABILITY TO PROVIDE DIRECTION IN ESTABLISHING PRE-TECHNICAL PROGRAMS. READING SKILLS, STUDY SKILLS, MATHEMATICS, AND SCIENCE WERE OFFERED AS LEVEL A FOR ENTERING TRADE STUDENTS AND LEVEL B FOR ENTERING TECHNICAL STUDENTS. TEACHERS MET ONE WEEK PRIOR TO THE BEGINNING OF THE PROGRAM TO BECOME ORIENTED AND TO DEVELOP A PROPOSED CURRICULUM GUIDE WITH ASSISTANCE FROM SUBJECT-MATTER SPECIALISTS AND CONSULTANTS. ALL INSTRUCTION WAS STUDENT ORIENTED. A T TEST OF PRE- AND POST-TEST MEAN SCORES ON FIVE ACHIEVEMENT TESTS WAS USED TO DETERMINE STUDENT LEARNING. ALTHOUGH NO CONTROL GROUP WAS AVAILABLE FOR THE TESTING, SIGNIFICANT GAINS AS REFLECTED BY THE TEST SCORES, WERE OBTAINED IN THE SUBJECT AREAS. DATA DID NOT SUPPORT INCLUDING SCIENCE IN THE PRE-TECHNICAL PROGRAM EXCEPT ON AN OPTIONAL BASIS. IT WAS RECOMMENDED THAT THE PRE-TECHNICAL PROGRAM BE IMPLEMENTED IN ALL POST-SECONDARY AREA VOCATIONAL-TECHNICAL SCHOOLS IN GEORGIA. INCLUDED ARE (1) GUIDELINES FOR REPLICATING THE PROGRA M (2) THE CURRICULUM OUTLINE, WHICH INDICATES MAJOR CONTENT UNITS, GOALS, SPECIFIC SKILLS TO BE DEVELOPED, AND SUGGESTED INSTRUCTIONAL MATERIALS, EQUIPMENT, AND PROCEDURES, (3) A STUDENT DATA SHEET, (4) A TEACHER RATING SHEET, AND (5) THE GRADING STANDARD. (DM)