Role theory concepts were employed to define substantive areas of interactions between vocational teachers, state supervisory personnel, and local school administrators, define potential and actual role conflicts for vocational teachers arising from these interactions, and assess the impact of perceived conflict upon vocational teacher job satisfaction. Interviews of 20 vocational agriculture teachers, 20 trade and industrial teachers, 40 school administrators, and 10 state supervisors were conducted from a stratified random sample of 30 high schools. Findings indicated--(1) School administrators and state supervisors differed in their evaluation of vocational agriculture teacher behavior more than their evaluation of trade and industrial teacher behavior, (2) Vocational agriculture teachers and their administrators differed more in perception of role behavior than trade and industrial teachers and their administrators, (3) State supervisors and trade and industrial teachers differed in evaluating teacher role more than state supervisors and vocational agriculture teachers, and (4) State supervisory personnel in general held rigorous expectations for vocational teacher behavior. The greatest potential area of role conflict was in differing expectations of teaching behavior by state supervisors and school administrators. (DM)