Of the many areas of instruction offered in a comprehensive high school, business education lends itself most readily to the open space concept for two reasons. First, business education is so organized that the interchange of subject matter lends itself to team teaching, individualized instruction, and other aspects usually incorporated into an open classroom concept. Second, business education is a terminal curriculum preparing pupils to enter the business world where work is conducted under conditions similar to those in an open classroom, and inversely, the direct antithesis to a curriculum of segmented instruction offered in a traditional high school. The senior high school, usually more conservative and traditional in its outlook, has been slower to accept and to adopt this new concept. However, in recent years, a number of open classroom high schools have been built or are presently under construction. The information contained in this publication is, to a large extent, based on the experience and the outcome of a 3-year vocationally funded research study conducted at the Pennridge High School, Perkasie, Pennsylvania. These guidelines should be helpful to those educators interested in initiating an open classroom, student-oriented vocational business education program. (Author)