The paper describes a vocational program in which task analysis was used in teaching vocational skills to 64 severely and profoundly developmentally disabled clients. Tasks required for successful completion of work situation and program conditions are outlined. An evaluation system is utilized in which behavior is rated according to nine levels of staff assistance for task completion. The system evaluates acquisition of vocational behavior from a skill deficit requiring complete staff assistance to self initiated functioning requiring no staff assistance. Among appendixes are a staff assistance rating scale, a task analysis breakdown for hammering, and a list of vocational skills. (SBH)