An inservice program to reduce sex-stereotyping was conducted in four western New York locations for teams of vocational teachers, guidance counselors, and administrators. Designed to have maximum impact on eliminating sex-stereotyped attitudes, behaviors, and expectations of school personnel and adolescents, four major areas of knowledge were incorporated into two sequential courses: (1) topics and issues related to sex stereotyping and bias, (2) evaluation, (3) strategies for change, and (4) communication and facilitory leadership skills. To minimize the cost of delivery, yet maximize possibility of participants working together, a delivery system combining ten class meetings and nine learning packets was developed. Participants planned and, wherever possible, conducted programs or workshops on sex stereotyping; evaluated individual school district plans for meeting sex equity legislative mandates; planned, implemented, and evaluated a project; and developed a proposal for funding. A variety of program evaluation methods were used including increases in non-traditional enrollment areas, number of new sex equity contacts made by participants, programs conducted, learning packet logs, individual class and final evaluation, and several group growth evaluations. Initial evaluation results appear to be positive and varied. However, since two teams had not yet completed the course, only tentative conclusions were made. (Thirteen appendixes contain sample announcements, forms, assignments, reports, and evaluation used.) (MEK)