Twenty-four intellectually limited and educationally handicapped 10th grade students participated in the first year of the Guided Occupational Training program of the Oceanside Senior High School. An academic core of English, citizenship, and mathematics was blended with classes in one of the following areas: (1) business education and office skills, (2) home economics and food trades, (3) prevocational-industrial education, and (4) distributive education. Depending on their age, interests, and aptitudes, students also worked in private employment or some unit of the school system related to the occupational courses they were studying. In addition, each student attended weekly group counseling sessions and individual sessions as needed. There were no dropouts from the experimental group, compared to a 25 percent rate in the control group. While academic growth was limited, there was significant growth of employer satisfaction with gains in the areas of motivation and attitudes toward self, peers, and society. School attendance and in-school behavior improved. Implications for educating other youths with special needs are suggested. (JK)