A project was conducted in North Carolina to identify science competencies in three selected vocational programs: consumer and homemaking education, business and office education, and marketing and distributive education; to develop subcompetencies to reflect the science skills implied in the identified competencies; to validate the subcompetencies; and to develop training and dissemination activities related to the competencies. An advisory committee was formed and chose 12 teachers (6 science teachers and 2 each from the 3 vocational areas) to participate in the project. The 12 teachers met with a leader for two day-long sessions at East Carolina University to identify vocational competencies that require science skills, to develop subcompetencies, and to develop a matrix of science competencies identified in the vocational competencies. The materials were subsequently validated by a sample of 469 students, parents, teachers, and business persons, who agreed strongly that the revised programs included a great deal of science content. Besides a description of the project, this paper includes (1) a list of vocational competencies that have been identified as having science skills associated with specific tasks/outcomes performed in each of the vocational courses, (2) subcompetencies for each competency statement identified as having implied science content, (3) a matrix that illustrates the required science skills for each of the selected vocational courses, and (4) an annotated bibliography of selected references and curriculum materials. (KC)