Key players in U.S. and Canadian vocational education and workforce training resemble each other. Motives from cultural values, ethics, or personal gain drive players' interaction. The U.S. government is increasing availability of grant funding but influencing policy by stipulating conditions on grant monies. In Canada, the federal government is increasing its share of funding and making stipulations. States have been identified as key policymakers, but the federal government, bureaucrats, and special interest groups have significant roles. Canadian provinces and territories have more autonomy over vocational education than the states. Policymaking and influence of state and provincial school boards show substantial deviation, since members or superintendents may be elected or appointed. In the United States and Canada, the judicial branch retains the ultimate policy power. The policymaking authority of school boards is limited to establishing policy and procedure at the local level to implement federal, state, and provincial policies. Other players include the following: superintendents; administrators; principals; teachers; parents; business; labor; community; special interest groups; university and community college boards; college presidents, deans, and administrators; college faculty; and college business and labor training relationships. (Appendixes contain 36 references and an overview of U.S. and Canadian work force schemes.) (YLB)