Although the phrase "holistic approach" is increasingly used in reference to vocational education and training (VET) in Australia, there appears to be a paucity of literature which extensively conceptualises or details its practical application. Existing references to an "holistic approach" appear indicative of an integrated model seen as a vehicle for the achievement of a broad range of vocational and social capital outcomes, particularly in Indigenous contexts. This paper suggests that the theoretical framework for an holistic approach to VET is humanism and constructivist theory and that an "holistic approach" is essentially relevant training which is contextualised and purposely tailored to the learner or community needs and goals. The paper also provides a practical schema for implementing an holistic approach in VET, which is seen as synonymous with the thematic, integrated and whole approaches to learning and curriculum development implemented in schools. (Contains 2 tables.)