Over the past decade, vocational and technical education teachers were encouraged to use commercially produced task lists to develop their curriculum materials. Unfortunately, however, many commercially developed task lists distributed by private companies, state departments of education, universities, and many other agencies may, to some extent, inhibit rather than promote the smooth flow of true cumulative learning progression. Throughout the history of the competency-based education movement, teachers have usually developed their own hierarchy of tasks with the help of advisory committees. Teachers also worked in small groups to develop mutually accepted competency lists in specific occupational areas. Today, with the increased use of commercial ready-made materials, many teachers no longer feel the need for thinking through their own curriculum approaches. Although it is true that many commercially produced task lists have been subjected to extensive industry validation, including field reviews, they often include tasks that are far too complex to be considered teaching tasks for a school situation. Vocational teachers should remember that, although industry-validated task lists are valuable sources of insight on employers' needs, any task list for a specific vocational program must be developed with consideration of the educational needs and levels of the students who will be mastering the tasks. (MN)