Strategies for integrating academic and vocational skill have been the focus of increasing attention in recent years. The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 mandates that state and local education agencies integrate these programs so students achieve both academic and vocational competencies. Implementation of this mandate presents major challenges. One such challenge is the development of curricula that acknowledge program goals and the environment in which they are implemented. Eight models have been identified for integrating academic and vocational programs: (1) incorporate academic competencies into vocational courses; (2) combine the efforts of academic and vocational teachers to incorporate academic competencies into vocational courses; (3) make academic curricula more vocationally relevant; (4) modify both academic and vocational curricula to be more compatible with each other; (5) use academies--schools within schools; (6) develop departments organized around occupational clusters; (7) encourage single-occupation institutions to focus integration efforts; and (8) maintain conventional departments. Through maximizing success, implementing integration efforts, using an accommodation team, more effective accommodation outcomes and strategies designed to help a wide array of learners can be achieved. (NLA)