To evaluate the effects of selected treatment and classification factors on the preparation of high school students for initial entry into agricultural occupations other than farming, and to compare the effectiveness of structuring agricultural subject matter based on the principles approach with the traditional approach, 24 Nebraska schools were randomly selected for this pilot study. For Phase I, the four treatment groups of related instruction, directed work experience, a combination of related instruction and direct work experience, and a control group were evaluated in a three-way analysis of covariance design. No statistical differences in the various treatment combinations were found although students with no exposure to related instruction scored higher on the work-opinion inventory. Phase II of the study evaluated the principles approach in teaching agricultural subject matter based on a standardized agricultural achievement test. It was found that the achievement of subjects taught by the principles approach was equal to or significantly greater than the control group. A major problem in Phase I was lack of an adequate dependent variable measurement, and in Phase II it was difficult to get teachers to completely adopt the new method of instruction. Appended are the instruments used in the study, the agricultural principles taught, and a course of study for off-farm agricultural occupations. (DM)