This research was conducted to identify factors contributing to the enrollment of male high school students in Ohio in program areas nontraditional for their sex. Using the 1980 Executive Student Follow-up Report, 28 vocational education programs not traditional for males in Ohio (less than 20 percent male enrollment) were identified, and the top 20 programs according to number of males enrolled were found in 14 different schools. In 13 of these schools, interviews were conducted; through 17 interviews, 90 male students, 29 teachers, and 16 counselors were contacted. The males interviewed were enrolled in medical laboratory assistant, dental assisting, diversified health, cosmetology, bank teller, child care, home furnishings, and community and home programs. Most students indicated that they were happy with their program choices, suffered little discrimination, and had chosen the programs primarily for their quality or because nothing else was available. Teachers, counselors, and administrators interviewed were overwhelming proponents of sex equity, and most had attended training to learn to promote sex equity in their institutions. Role models and sex-fair instructional and orientation materials were found to be significant factors in the recruitment, retention, and placement of male students in nontraditional programs. Based on the data gathered in this study, 16 recommendations were made for recruiting and retaining male students in traditionally female vocational education programs. These recommendations include providing all students with information about all vocational programs, talking to students about job opportunities in traditionally female occupations, inviting parents of students to orientations to inform them about programs, developing promotional and instructional materials, showing males in nontraditional roles, taking students to job sites, and making sure the whole student recruitment process is sex fair. (KC)