An integrated overview of the processes involved in the establishment of a vocational program of study for the disadvantaged student is provided in this paper. Occupational analysis, the first step in the establishment of such a program, is discussed and divided into three steps: (1) major job tasks; (2) sub-tasks; and (3) specific job functions. Examples are provided of each phase of this breakdown and the role of the student evaluator is described. An example of a program of study is detailed, as is a teaching methodology that stresses the mastery learning approach and the individualization of instruction. Also described are several instructional support strategies that have been found to be successful with the disadvantaged: (1) the use of learning centers, especially for developing basic skills; (2) the use of audio visual materials; and (3) the establishment of contingency contracts between student and teacher. Two personal variables are discussed that have a direct effect on student achievement and career development, namely, locus of control (a measure of how much someone feels personally responsible for his or her success or failure) and field dependence (a test to indicate the way a person perceives and recalls information presented to him or her). And finally, some teaching suggestions are outlined. (RDN)