To assess the extent to which the results of implementation studies relating to elementary and secondary schools were generalizable to vocational education contexts, a study of two specific curriculum innovations in vocational education was undertaken in Western Australia. It was designed to yield information about the context of curriculum implementation in vocational education, to identify implementation strategies currently being used, and to make an assessment of their effectiveness. Case study methods were used to allow for the indepth analysis of the two curriculum implementation attempts: a modular system of apprenticeship training in the electrical trades and a pre-apprenticeship training course in plumbing. These methods were supplemented by use of a standardized questionnaire. The study found that for lecturers in the electrical area, concerns focused predominantly on the demands of the innovation on individuals and on changing the innovation, whereas for lecturers in the plumbing area, concerns were focused on increasing the impact of the innovation on students and finding effective ways to work as a group. It was clear that the plumbing pre-apprenticeship course was much more clearly defined than the electrical apprenticeship course. The study concluded that successful implementation characterized by concern for the impact of the innovation on students is related to the following factors: (1) explicitness of the innovation in the mind of the users; (2) the provisions of feedback mechanisms for all participants; and (3) active user participation in decision making. Attention to these factors could aid in vocational education curriculum implementation efforts. (KC)