The impetus for developing a model to retrain women teachers and skilled women to become teachers in traditionally male-intensive secondary vocational education has emerged from a combination of problems and issues. The most pertinent of these involve the factors of supply and demand, coupled with the need to reduce sex stereotyping and bias in employment. A retraining program should respond to the need for female teachers in male-intensive vocational programs by state and should identify where the need for such a program is greatest. The major conceptual issues that must be addressed in proposing a retraining model include the characteristics of the women for whom the program is being designed, the certification requirements of the state, job growth potential, and time required to attain skill levels and operate the retraining model. Other factors involved in planning the model are evaluation, funding sources, and packaging the program. The two areas that consistently offer the most opportunities for employing teachers in male-intensive vocational programs in most states are trade and industrial education and industrial arts. Some aspects to consider in retraining women in these areas are program design, work experience, competency-based programs, and preservice and inservice training. Recruitment practices, selection of applicants for pilot programs counseling, and various support programs must be carefully planned to insure that the first group of women entering these positions has a positive and successful experience. (BM)