A study was conducted to develop a conceptual framework for tech prep programs based on the perceptions of personnel involved in the planning and implementation of local tech prep programs. A structured conceptualization process called concept mapping was used to develop a pictorial representation of stakeholders' perceptions of tech prep. Using a set of 97 defining statements related to tech prep, documents were analyzed and individual and group interviews were conducted. Rating instruments were sent to 450 randomly selected tech prep stakeholders in Illinois, with 156 responses received. For analysis the responses were divided into four subgroups: state education staff, employers, secondary educators, and postsecondary educators. Clusters identified by the stakeholders using concept mapping were as follows: outcomes, planning and support, external involvement, articulation and integration, benefits, enrollment incentives, staff development, program components, and populations served. All subgroups were similar in their conceptual views of tech prep. Differences existed in their views on the importance of various factors, especially between state staff and others. The study showed that concept mapping is an effective tool for getting the stakeholder groups to conceptualize tech prep. It did not lead to a definition of tech prep, but it pointed further research in the direction of school- and work-based outcomes. (KC)