The paper examines aspects of prevocational program development for visually impaired students (physical setting, task selection, teacher behaviors, trainee behaviors, discrimination deficits, sensory motor deficits, slow motor behavior, and interfering behaviors). Five assessment areas are listed, including amount of teacher assistance required, number of trials to criterion, and number of steps acquired independently in task analysis for each target objective. Instructional techniques are specified for typical training problems, and general treatment strategies are also addressed. The remainder of the paper is composed of information on teaching procedures for general work habits (including safety awareness, response to instructions, and rate and quality of work) and for specific contract work (metal company contract, stuffed toy and pillow business, and wooden toy business). (CL)