This project was designed to develop a vocational language program for secondary trainable mentally retarded students based on an analysis of the concepts needed for entry and continuation in vocational training programs and related jobs. Twenty-five students from the Ebensburg State School in Pennsylvania participated in the project. The three vocational skill areas of carpentry, woodworking, and auto body were observed, and task analyses were developed which included task statements, method verbs, concept areas, and detailed task breakdowns. Assessment devices were then developed and the concepts tested. The final phase involved experimental teaching at levels indicated by the test results. Concept modules were developed for a limited number of concepts based on the task analyses. Students were expected to demonstrate comprehension of the concept and not necessarily the verbal expression of the concept. The pilot project demonstrated a relationship between acquisition of vocational skill and language development. The concept module approach proved effective in organizing vocational tasks in terms of progression of a given skill area. Appendixes include assessment instruments, list of concepts, several task analyses for the three vocational areas, and 14 concept modules that include goals, materials, and procedures. (NJ)