A total of 146 students enrolled in 21 programs in 11 vocational-technical (VT) schools participated in a 9-month qualitative study. Focus group interviews were conducted throughout Connecticut; all interviewees were students enrolled in shops nontraditional for their gender. Females reported four reasons for attending a VT school: family legacy, alternative to comprehensive high school, desire to learn a trade, and influence of teachers and guidance counselors. Factors that influenced their trade choice varied widely among the schools. Comments about peer attitudes and treatment by teachers ranged from positive to negative. Many females described graphically the harassment in school shops. Some articulated concerns about careers in nontraditional occupations. Some teachers of females said they had adjusted teaching styles to accommodate girls; others were not comfortable with girls in their classes. Few males entered vocational shops nontraditional for their gender. They reported varying reasons for choice of VT schools, supportive teachers, and male peer pressure. Teachers of males were generally supportive of males and commented that females accepted boys in nontraditional classes. Action strategies were recommended to improve recruitment and peer interactions, minimize harassment, promote equality in the shop environment, and promote a gender-fair learning environment. (Appendixes include a list of field sites and interview guides.) (YLB)