Integrated programs provide students with a balanced mix of academic and vocational skills needed in the workplace and for lifelong learning. Basic skills in mathematics, science, and communication form the foundation for lifelong learning and the content for higher-order skills. Occupational skills depend on and do not exist apart from academic foundations. The National Association of State Directors of Vocational Technical Education Consortium supports the concept of integration and the restructuring of the relationship between academic and vocational education. Federal, state, and local initiatives are recommended to bring about this reform. A number of strategies for implementing the vocational-academic approach are being tried in many schools, bolstered by the mandate for enhanced integration in the Carl D. Perkins Vocational and Applied Technology Education Act. More widespread implementation depends on the resolution of a number of issues: (1) developing the drive and achieving commitment from all levels; (2) setting goals to bring about the integration of academics in vocational education and the integration of academic and vocational education; (3) overcoming such barriers as staff concerns and lack of funding; (4) determining structural questions such as who will teach academic and vocational skills, what effect will organizational structure have on making changes, what curricular materials will be used, and who else (parents, counselors, community) needs to be involved; (5) providing inservice training for vocational and academic teachers; and (6) preparing to evaluate integration efforts. One strategy for implementation is cross-correlation of vocational and academic curricula, that is, identification of exactly where academic concepts are used in vocational courses. A matrix of vocational tasks and academic concepts can assist in this effort. Cross-correlation can lead to other joint activities such as adaptation/adoption of curriculum materials, shared lesson planning, and documentation for granting academic credit for basic skills taught in vocational classes. Recognition is growing that integrated partnerships supporting students' varied learning styles are the most effective means of achieving the academic and vocational competence needed in a global economy. The policy issues, strategies, and examples provided in this position statement and guide can assist policy makers, administrators, and teachers in reaching that goal. (SK)