This study investigated the range and types of activities undertaken by Technical and Further Education (TAFE) teachers in Western Australia. Descriptive profiles of TAFE teachers and of what they do in the context of their work are presented. The study also examined a variety of nonteaching and teaching-related responsibilities of the teachers. The target population was confined to the approximately l,200 full-time, permanent TAFE teachers employed by the Technical Education Division of Western Australia. The study used a questionnaire-plus-interview approach. Profiles are given of the characteristics of the overall population of TAFE teachers based on biographical data. Origins and structure of the TAFE project, and the design, instrumentation, and analysis of the study, are described. The following topics are covered: (1) the nature of activities engaged in during a typical working day; (2) the size, length, setting, and mode of organization of a typical lesson; (3) teachers' use of instructional materials, planning and lesson preparation, and educational strategies; (4) teacher interactions with students and other persons in nonteaching activities; (5) characteristics of students; (6) primary teaching and student activities and the needs of beginning TAFE teachers; (7) personal impressions of TAFE teaching; and (8) a general profile of a typical TAFE teacher. An analysis is presented of the study's findings and their implications for improvement of preservice education for TAFE teachers. Samples of the instruments used in the study and tables presenting data obtained from the questionnaires and interviews are appended. (JD)