One of a series devoted to career education in transportation, this teachers' guide, which is a revised edition of a guide issued in 1974, covers the planning, implementation, and evaluation of programs in transportation career education and provides forms to be used in these three processes. The most important principles in program planning are outlined, followed by a descriptive checklist on career education program planning. Directions are then given to plan for program implementation. A separate section covers the planning of individual units (parts of the program distinctive enough to have their own well-defined objectives) in career education. It suggests that the teacher first determine the unit's objectives and then prepare a unit work plan. Two types of evaluation are discussed for the units and program: formative evaluation, which is conducted as the program develops and initiates adjustments in response to specific observations and recommendations, and summative evaluation, which is undertaken upon conclusion of the entire program or of its individual units. To aid in this evaluative process, several lists are provided, outlining the major factors to be considered in such areas as basic program effectiveness, reasonableness of expectations for the program, and media and materials evaluation. (The Transportation Curriculum Project requests that copies of program evaluations be sent to it as part of its efforts to evaluate and modify its materials in this series.) (ELG)