A study of second language instruction for vocational purposes in Scotland is reported. It used case studies to investigate: (1) teaching approaches currently used; (2) assessment of foreign language skills for vocational purposes; (3) evidence of the effectiveness of different teaching approaches; and (4) approaches considered most effective by instructors and students. Nine cases were selected to reflect a range of vocational areas, a range of skills and certification levels, and a range of experience in modern language instruction. They include two courses specifically designed for individuals needing foreign language skills for their jobs, five that were language options in vocationally-oriented programs, and two courses designed for linguists wishing to develop language skills further in a vocationally-oriented context. The report contains six chapters: (1) a description of the study's design and summary of the case studies; (2) descriptive data on the students and staff, as well as administrative arrangements of the courses; (3) a summary of data gathered from 142 students responses to a questionnaire and 27 staff interviews; (4) student skill assessment methods used in customized, non-specialist, and degree/graduate courses; (5) observations on the relationship between foreign language teaching and vocational subject teaching (including curriculum development and articulation); and (6) conclusions drawn from the study. The student questionnaire is appended. (MSE)