A study determined the perceptions of 254 high school principals toward integrating vocational education into the academic curriculum in Mississippi. Responses to the Principal's Perception Survey were received from 147 principals (93% males, 75% white) for a 57.9 percent return rate. The results of the one-way analysis of variance and frequency distributions represented the principals' perceptions toward integrating vocational education into the academic curriculum. Results indicated a significant difference between perceptions toward integrating vocational education into the academic curriculum relative to gender (p < 0.05) and race (p < 0.05). White male high school principals' perceptions toward integrating vocational education into the academic curriculum represented a negative difference when compared to those of white female or black high school principals. No significant difference was found relative to highest degree held, salary, age, certification level, administrative experience, or type of school district. On the average, the principals believed that vocational education should be integrated into the academic curriculum, regardless of gender, race, highest degree held, salary level, total years of teaching and administrative experience, and type of school district. (Eleven data tables are provided. Contains 56 references.) (YLB)