The purpose of this field study was to determine the effect of using achievement motivation simulations on the vocational development of high school students. Two hundred 10th grade students from four Washington, D. C. schools were randomly divided into a control and an experimental population. The control population remained in the regular curriculum, while the experimental population received one week's training in achievement motivation simulations. The sample population was divided by schools into two equal experimental and control groups. All 200 participants were pre- and post-tested with the Vocational Development Inventory, the Semantic Differential, and the Classroom Climate Scale one month before and one month after the simulation. Statistically significant differences between treatment and control groups in three out of four schools demonstrated that vocational maturity increased as a result of the treatment. No statistical effect on other variables relating to school and vocational attitudes was achieved by the treatment. Follow-up studies and the evaluation of using simulations and psychological models should be conducted. (Author/AG)