This paper describes the approach taken in Texas to meet the requirements of the Carl D. Perkins Vocational Education Act (CPA) of 1984 (Public Law 98-524) to provide an aptitude and interest assessment to all students with special needs who are considering entering vocational education. The Texas three-level model of assessment is discussed. The survey reported was conducted to determine which instruments (aptitude tests, interest inventories, combination tests, and work sample tests) were used to fulfill the requirements for assessment. Responses of 130 educational practitioners (primarily in special education) who are responsible for carrying out vocational assessments under the CPA in Texas identified approximately 100 instruments. The following 12 instruments were used most often in Texas: (1) the APTICOM computer program; (2) Career Ability Placement Survey; (3) Career Occupational Preference System; (4) Differential Aptitude Test; (5) McCarron Dial Evaluation System; (6) Occupational Aptitude Survey and Interest Schedule; (7) Pictorial Inventory of Careers; (8) Becker Reading Free Vocabulary Interest Inventory; (9) Social and Prevocational Information Battery; (10) Talent Assessment Program System; (11) Vocational Training Inventory and Exploration Survey; and (12) Wide Range Interest Opinion Test. Analysis of opinions about the instruments indicates that user satisfaction is mixed, with all instruments having some shortcomings. Ten tables present study data, and an appendix contains the aptitude test survey and a cover letter. There is a 10-item list of references. (SLD)