Although most educators support the concept of integrating academic and vocational education and recognize the benefits it affords students, implementation of integrated curriculum and instruction is seen as problematical. One myth is that successful integration relies solely on teacher commitment and cooperation. The reality is that although teachers play a significant role in integrating academic and vocational education, they cannot effect significant change in the teaching and learning process without administrative, institutional, community, and state support. Institutions can facilitate integration by considering new policies for delivering integrated instruction. Integrated academic and vocational instruction also requires the cooperation of local schools and state-level policy boards. On the community level, administrators can obtain direction for their integration efforts by working with the business community to determine competencies needed by local employers. A second myth is that integration will result in the loss of teaching positions. In reality, enrichment rather than elimination describes the nature of teaching positions in an integrated education system. A final myth is that integration results in the majority imposing their will on the minority. Partnerships are the key to successful integration efforts. One technique fostering cooperation and collaboration is to use the consensus strategy approach. (YLB)