The purpose of the study was to ascertain the nature and extent to which articulation practices are used in selected industrial education programs of California public secondary schools and community colleges. Hypotheses were tested for significance of difference in the mean scores between secondary and community colleges at the personnel levels on three articulation dimensions of information, communication, and interaction. The testing was done by having administrators, counselors, and teachers at 50 community colleges and 50% of the secondary schools within the boundaries of these community colleges to complete an articulation information form which had been pilot tested at both educational levels. After analysis of the data, the following conclusions were drawn: Little coordination now exists between administrative levels for purposes of vertical articulation; a lack of vertical articulation exists between counselors at community colleges and public secondary schools; vertical articulation was not apparent between industrial education teachers at the two educational levels studied; professionals who are not directly involved in the delivery of industrial education instruction in the classroom have different perceptions of vertical articulation than do teachers; industrial education faculty at both educational levels do not agree that program interaction exists between the two levels. (BM)