Secondary schools continue to face significant challenges as they work to support increasing numbers of students in inclusion settings. Career and Technical Education (CTE) high schools have typically offered students with special needs valuable learning opportunities. Nevertheless, little research has been done to identify the strengths and needs of inclusive instruction in these vocational settings. In a qualitative study, three data sources--observation, consultation, and surveys--were used to compare the strengths and weaknesses of inclusion in academic classrooms and CTE/vocational classrooms. Based on findings, recommendations to support inclusion in the CTE/vocational secondary school include: (a) increasing active learning in traditional academic classrooms; (b) providing basic skills support in all content areas; (c) increasing teachers' repertoire of strategies and modifications that support the performance of students with disabilities; (d) understanding special education laws, issues, and students; (e) enhancing co-teaching and collaboration among teachers; and (f) improving behavior management and community building. (Contains 3 figures.)