Two counselors, five teachers, four administrators, and seven 10th- and 11th-grade students at three New York schools offering pilot agricultural tech prep programs as part of the Agri Tech Prep 2000 (ATP 2000) project were interviewed. The interviews focused on the participants' understanding of and attitudes toward tech prep, the status of the ATP 2000 project, project-related issues and concerns, and the role of business in tech prep. The concept mapping process developed by Novak (1977) was used to analyze data from the semistructured interviews. None of the individuals interviewed had a complete understanding of tech prep's role. Teacher and administrator perceptions of tech prep varied by school. Although the project was considered vital by agricultural teachers, it received little support from academic teachers and administrators. Among their concerns were time constraints, policies and procedures that limit interaction, and future funding. Increased business involvement in the project was considered crucial. Student attitudes toward tech prep were mixed. They cited concerns in several areas, including lack of communication, scheduling, and program relevance. Future research/evaluation projects to address issues identified in the pilot study were recommended. (Appended are interview guides and summary concept maps.) (Contains 34 references.) (MN)