This study sought to determine and examine the barriers to student enrollment in vocational education programs, especially as they related to ethnic minority, economically disadvantaged, limited English proficient, handicapped, migrant, and female students, as perceived by students, parents, and vocational advisory committee members in the Yakima (Washington) School District. To identify such barriers, researchers used the following data collection procedures: (1) on-site collection of data on vocational courses taken by 10th-12th grade students, as well as information on sex, race, English proficiency, economic disadvantagement, and migrant status; (2) an on-site survey of 1,783 students in grades 10-12; and (3) mailed surveys of 200 parents and 49 vocational advisory committee members. The study found that special needs populations enrolled in vocational education in similar percentages as majority student populations, but that there were differentiated patterns of enrollment in vocational courses by special needs and majority populations. The study also found significant barriers to vocational education programs and consequent employment perceived by students, parents, and advisory committee members. These barriers include the inability to schedule vocational classes, inadequate vocational program counseling, and lack of information regarding vocational education. Recommendations to increase student access to vocational courses are made as a result of the study. (Appendixes include the study instruments and supplementary forms and checklists.) (Author/KC)