This study was conducted for the state of Florida to develop a component of the Vocational Education Instruction Program Review (VEIPR) for evaluation of bilingual vocational education programs. The study was aimed at Spanish-language bilingual vocational education programs. Standards and criteria that would ensure an effective vocational program for limited English proficiency (LEP) students were first ascertained through a literature review and interviews with supervisors of 67 school districts and 33 community colleges in Florida. From this material, a questionnaire was prepared, field tested, revised, pilot tested, and field tested by vocational education administrators throughout the state. Respondents evaluated the instrument as well as provided data on the status of LEP vocational education programs in the state. Analysis of data from the evaluation provided further validation of the standards and criteria for vocational programs with LEP students enrolled. Participants in the study responded that LEP students enrolled in vocational programs have additional needs for staff, staff skills, supplies, and curriculum components as compared to instruction of only English-speaking students. It appears that this is the first state evaluation component that was specifically developed for the review of vocational education programs with LEP students. It is a process model that identifies what is, rather than the outcome or product. (KC)