Learning is defined as the modification and acquisition of knowledge, feelings, and abilities of the student--the outcomes of the teaching-learning process. The teaching-learning process in vocational education is intended to serve as the vehicle for achieving specific outcomes embodied in the goals of the vocational program. Two primary strands of learning theory have had significant influence on educational organization and development. Behavioral theories emphasize change in behavior. Cognitive theories emphasize changes in the content or structure of an individual's memory. To apply these theories of learning to vocational education, the teacher must be able to translate them into the context of vocational education. Claims have been made that the vocational curriculum differs in significant positive ways from the academic and general curricula. Vocational education focuses upon work-related skills and values and, its proponents claim, its methodology and content motivate students to learn. Researchers have also identified characteristics of the vocational classroom that provide conditions conducive to learning and motivation for learning. A challenge for vocational educators is teaching skills needed for the future. A needed emphasis is on teaching thinking skills for purposes of continued learning and applications in problem solving and decision making. (YLB)