This interim report was abstracted from the many research efforts conducted at Fox Valley Technical Institute and the Center for Vocational, Technical, and Adult Education, Univ. of Wis Stout. At Fox Valley, it was attempted to identify learning styles relevant to vocational-technical education, survey students and faculty concerning individualized instruction and learning, develop an individualized learning model, and construct alternative learning experiences for meeting a given objective. At Stout, the task was to identify a sub-set of learning styles and determine their relationship to the acquisition of technical skills and knowledges (CE 000 867). Two learning style continuums were identified: concrete/symbolic and structured/unstructured. A semantic differential and a revised Likert scale (Learning Activities Questionnaire) were used to measure the continuums. The instruments were successful in determining individual learning styles and can be used by teachers for that purpose or for individualizing a program, course, or activity. Composite implications for teachers, students, and administrators in charge of curriculum were drawn. A 25-page literature review, a ten-page bibliography, and the Learning Activities Qpinionnaire are included. (AG)