A rationale and suggested approach for providing prevocational skill development to handicapped students are described. A comprehensive approach should include instruction in academic skills related to vocational training, instruction in daily living skills, guidance in personal and social adjustment skills, vocational assessment, and experiences to promote occupational readiness and exploration. Collaboration among vocational and special educators and counselors is stressed. Objectives of a vocational assessment service are outlined, and its three major components (work sampling, psychometric testing, and critical observation of behaviors) are considered. Vocational assessment is further examined in terms of referral reasons, interpretations and application of reports, and collaboration with special education. Ways in which special educators can help develop occupational exploration and readiness skills (such as by using career oriented reading materials and school resources) are described. Related vocational academic instruction and competency areas in daily living skills and in personal-social skills are discussed. (CL)