An ongoing study examined implementation and student response to academic career magnet (ACM) programs in New York City high schools. The programs emphasize both college preparation and career education, demonstrating one approach to the current emphasis on integrating academic and vocational education. New York City offers a wide array of magnet programs (282 in 7 categories); however, only one-fourth to one-half of applicants receive their first choice of program. In 1988, one-half selected academic programs, one-tenth vocational, three-tenths academic career magnets, and one-tenth special education/bilingual. A telephone survey of 61 ACM administrators identified 6 program characteristics: (1) ACMs are isolated from the rest of the school; (2) they focus heavily on career preparation; (3) they use internships; (4) they have a graduate placement program; (5) faculty have experience in the career field; and (6) they strongly emphasize career counseling. Only a small fraction are able to place one-fifth of their graduates in jobs. Some programs (such as law, humanities, and medical) are less successful in integrating academic and career education than others (such as business, math, science, and engineering). Students with low reading achievement prefer programs with high placement rates and computer usage. Academic rather than career-oriented magnets are in high demand among students of all reading levels, far exceeding supply. In order for vocational and academic integration to occur in a set of new career-oriented academic programs, several conditions must be met: (1) school systems must be able to create magnet schools systemwide; (2) school systems must be able to create magnet schools that have a focus on the integration of vocational and academic work; (3) these vocational and academic magnets must be successfully implemented; and (4) students must be encouraged to choose schools based on their career interests. (The report includes 30 references and the questionnaire.) (CML)