To compare the educational effectiveness of three methods of teaching agricultural occupations information associated with land use and conservation to Grade 9 and 10 students of vocational agriculture, 424 students in 24 schools in western and central Pennsylvania were selected for an 18-hour instructional experiment. Eight schools were randomly assigned to each of the three teaching methods: integrated method, separate units method, and instructor's own method. Dependent variables measured students' knowledge of agricultural occupations, knowledge of land use and conservation, and occupational interests. A pretest-post-test design was analyzed by analysis of covariance and the correlated t test. Findings indicated that integrated and separate units teaching methods did not differ significantly in student achievement on a test of agricultural occupations and a test of land use and conservation, but both were superior to the instructor's own method. AII methods resulted in increases in student scores on expressed interest in occupations associated with land use and conservation, and the organized instructional units aided effective teaching of agricultural occupations information related to land use and conservation. This Ed.D. thesis was submitted to The Pennsylvania State University. (DM)