The student sought to identify positive factors which might be used to increase the performance levels of students in vocational classes and to investigate the relationship between motivational characteristics (intrinsic and extrinsic) and individual performance. Subjects included students in typing and shorthand classes and their two instructors. The students were grouped according to the following levels: high I.Q.--intrinsically motivated; high I.Q.--extrinsically motivated; average I.Q.--intrinsically motivated; and average I.Q.--extrinsically motivated. Procedures used in testing the six hypotheses formulated for the study were: intelligence testing; occupational preference inventory; pretest to measure developmental level of students and posttest for subject evaluation; and performance rating based on quality and amount of work accomplished. Instructors and instructional materials were also tested to rate their motivational orientation as intrinsic or extrinsic based on the occupational preference inventory. Data gathered from the study were analyzed, interpreted, and tested on their applicability to the hypotheses. No substantive evidence showed that different motivation or different combinations of variables promoted or inhibited the performance of the subjects in the study. A bibliography is included, and the instruments used in the study are appended. (Author/EC)