This study compares present practices of industrial arts teachers programs for educable mentally retarded (EMR) youth with those of special education teachers who teach some phase of industrial arts. Other purposes were to (1) compare the experiences and training backgrounds of the teachers, (2) determine tools and equipment currently being used in these programs, and (3) develop a guide in industrial arts activities for teachers in these programs. Data were collected through a questionnaire submitted to 146 selected industrial arts and special education teachers from 145 school districts throughout Texas. From the data collected a guide was developed. The conclusions are: (1) The null hypothesis of no significant difference between the two types of teachers was not rejected, (2) Itemized activities should be included in programs for EMR youth, (3) Teachers did not differ according to degrees earned or the number of years teaching experience, (5) Fewer industrial arts teachers had training related to the teaching of EMR youth than did special education teachers, and (6) The guide should be made available to other teachers and administrators of EMR junior high school youth. Recommendations are also included. This D.Ed. dissertation was submitted to Texas A and M University. (GR)