An instructional project designed a module on job interview skills for the Introduction to Occupations course, recommended for high school students by the New York State Board of Regents. The target population consisted of 16 students in grades 9-12, in the Carle Place Junior/Senior High School on Long Island. The majority of the subjects were labeled educationally handicapped or lower achieving. The Interservice Model of Instructional Systems Design (analysis, design, development, implementation, and evaluation) was used for design of the learning materials. During the analysis phase, the designer conducted needs, job, and task analyses. The need for the instruction was based on the demand for high school graduates with career-related skills. The designer created a Job Kit for preparing for the job interview. The instructional goal was divided into seven main tasks, which were subdivided into steps. During the design phase, the designer identified seven instructional objectives to correspond with the seven main tasks. Entry behaviors were defined, and a pretest and posttest were developed. The Job Kit provided student and teacher interaction throughout. At the end of the development phase, formative evaluation occurred; materials were revised to correct errors. During the implementation phase, data were collected for the summative evaluation. Evaluation results indicated that, after completing the Job Kit, most students were enthusiastic about going on a job interview. Although only 2 students passed the pretest, all 16 students passed the posttest. (Appendixes include the job tasks analysis, experimental and final job kits, the questionnaire, and a 12-item bibliography.) (YLB)