A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high schools and 4-year institutions. Findings indicated two major approaches (content integration and process integration) were involved in ATE curriculum development; collaborations among faculty members were important to program quality and scope of dissemination; participation of technology/occupational faculty members was pervasive in development and dissemination of ATE-funded curriculum and other ATE activities; general education faculty participated far less; interactions between ATE-funded programs and non-credit-oriented workforce development programs were prevalent and increasing; barriers were tensions between ATE and academic departments and organizational issues like work arrangements; rapidly changing advanced technologies, industry needs and fiscal and programmatic restrictions led ATE toward non-credit, workforce development programs; and articulations were potentially possible, although students would need to take significant amounts of additional courses that are not general education or "applied." (Contains 37 references) (YLB)