Guidance directors' attitudes, perceptions, and guidance practices concerning vocational education in comprehensive secondary schools in Illinois were investigated. The study also investigated the relationships among these and selected school/personnel demographic variables. The research design was descriptive. A total of 222 participants (from a sample of 253) completed a 5-part questionnaire. Data were analyzed using frequency distributions, percentages, means, standard deviations, analysis of variance, t-tests, correlational analysis, and multiple regression analysis. Nine conclusions were reached: (1) guidance directors have positive attitudes toward vocational education; (2) they have divided perceptions of vocational education; (3) departmental guidance practices are positive; (4) graduation requirements and parents' reluctance for their children to take vocational coursework have contributed to enrollment difficulties; (5) graduation requirements and scheduling conflicts with academic courses have a negative impact on vocational programs; (6) enrollment of their own children in a vocational program has a positive influence on guidance directors' attitudes; (7) experience in teaching vocational courses has a positive impact on directors' attitudes; (8) specific vocational requirements are more positive than when courses are chosen from a group; and (9) the more positive the director's attitude toward vocational education, the more positive the department. (13 references) (NLA)