A major challenge confronting vocational educators is to justify programs in economic terms. The purpose of this study was to propose and implement a cost-benefit analysis model to determine the economic outcomes of secondary vocational education programs at the local level. For the study, a cost-benefit model for secondary vocational education was proposed, submitted to a panel of experts for revision, implemented, and evaluated. The model was implemented at a comprehensive high school and an area vocational center in the Roanoke County School Division, Virginia. Four visits were made by the researchers from December, 1984, to April, 1985, to the central administrative offices and to the school sites to gather data related to costs and benefits. Further, a follow-up survey was conducted to determine the monthly income earned and average number of hours worked per week by the graduates of each of four vocational programs. Based upon analysis of the data, the study concluded that the cost-benefit analysis model is usable and should be transportable to other secondary vocational settings. (In the specific implementation for this study, it was concluded that the trade and industrial program, the business education program, and the marketing and distributive education program were economically profitable, while the occupational home economics program was not economically profitable.) The field test of the cost-benefit analysis model of secondary vocational education programs with its findings and conclusions suggests that the Roanoke County model can be used to determine the economic outcomes of vocational programs and is transportable to other secondary vocational education settings. (KC)