The Kentucky student follow-up system was studied to identify the current status of follow-up activities in business and office education and marketing and distributive education; to identify the impact of follow-up data on these programs; to identify program components for which detailed follow-up can provide information to assist in program improvement; and to identify specific improvements in technical knowledge and work attitudes where employers and/or students indicate a need for improvement. To perform the investigation, researchers decided to select 10 percent of Kentucky business and office and marketing and distribution programs and interview, over a one-year period, their graduates and the respective teachers and employers. It was found that the various regions of the state do not handle the gathering of follow-up data in a standardized way. It was also found that there is a distinct difference between direct-operated programs and reimbursed programs with reference to the follow-up system activities. Direct-operated programs are more knowledgeable about the system and take it more seriously. Cost was a discouraging factor in the gathering of follow-up data, and negative attitudes were also identified as factors that impeded the follow-up program. Those persons who used the information gained through the follow-up program primarily used it to justify funding and planning rather than for program improvement. It was recommended that all regions use the same procedures in collecting and disseminating the follow-up data; that both direct-operated and reimbursed programs meet the same standards for follow-up; that the state aid in the cost of the program; that all vocational teachers receive inservice education on the importance and use of the follow-up system; and that the information generated by the follow-up program be used for program improvement. (KC)