To investigate the relationship between racial integration and student's level of occupational expectation, questionnaire data were obtained from a sample of 1,264 high school male seniors in 84 integrated and segregated schools in North Carolina. Analysis of integration and expectation in relation to socioeconomic status, size of school, community orientation, knowledge of occupational education opportunities, and occupational preparation behavior revealed: (1) In integrated schools, white students have higher occupational expectation levels than nonwhite students except when socioeconomic status is low, the school is small, or social integration is high, (2) Whether white or nonwhite, segregated or integrated, urban students have higher expectations than rural students, (3) Level of occupational expectation is positively related to socioeconomic status for both white and nonwhite students, and (4) In segregated schools the expectation level of white and nonwhite students does not differ regardless of socioeconomic status. The results imply that the physical and social dimensions of integration as well as race of the student influence occupational expectations quite differently. Results also suggest a need for occupational education programs that would emphasize social integration as a means of raising expectation levels. (Author/SB)