Trade and industrial (T & I) instructors desiring professional development and credentialization through a university have numerous problems in validating and receiving credit for their technical competencies obtained through prior experiences and noncollegiate training. In the past, teachers have either acquired specialization competency based on college coursework, or specialization competency based on prior work experience. An approach which minimizes the shortcomings of both of these methods, however, is for T & I instructors to acquire specialization competency based on extensive work experience or a combination of work experience and technical credit. This approach is beneficial to both the institution and the individual. The institution will be attracting additional students, thus generating more student credit hours and revenue. The T & I instructors will be able to more effectively and efficiently use their time and resources by getting recognition for their prior learning regardless of where it took place. A number of complementary assessment approaches may be useful for assessing prior experiential learning: (1) individualized assessment using a portfolio; (2) credit by examination, such as the College Level Examination Program (CLEP) exams; or (3) credit recommendations for noncollegiate courses. A seven-step model for assessing occupational experiential learning is proposed: select the occupational fields for assessment; identify the competencies; verify the work experience; relate the competencies to the curriculum and goals of the student; measure occupational competence; evaluate and synthesize the measurement results; and determine the amount of credit to be awarded. (KC)