The design of the Phasing in Career Education Systematically (PICES) project was based on two data centered systems, sequencing and needs assessment. Four Texas independent school districts participated in the project which directly involved 986 students, 69 teachers, and 27 administrators. Some of the major activities conducted in each district were the following: development of an administrative management plan; completion of a four-component needs assessment; sequencing of 177 basic learner outcomes for career education into the existing K-12 curriculum; development of curriculum, instructional strategies, and infusion techniques; and administration of pre- and posttest to determine the effects of career education instruction on students and teachers. A procedural manual was also developed. Process, product, and impact evaluation strategies were utilized in evaluating the PICES project. Continuous reviews indicated that the project was conducted in strict accordance with the proposal objectives. The management system, the design and procedures for sequencing career education instruction, the comprehensive needs assessment, and the techniques for instructional preparation were found to be of high quality by the evaluators. Significant gains in positive teacher attitudes toward career education were observed. The impact of the project in terms of producing significant cognitive or affective gains among teachers and students was found to be negligible. Various dissemination activities were also conducted. (Appendix materials, which comprise the bulk of this document, include plans, data gathering forms, reports, evaluation plans, etc., which were used throughout project districts.) (Author/BM)