To determine the ability of educable mentally retarded (EMR) students to adjust to the demands of regular vocational education programs, a study was conducted to assess the work adjustment of eighty-five EMR students who were mainstreamed in a three-year vocational-technical program. Students were evaluated by their instructors on a Revised Work Behavior Rating Scale and were categorized according to fourteen content areas, year in program, sex, and sending school district. Significant differences were noted between students in various content areas concerning tolerance for criticism, cooperation with instructor, work motivation, and concentration ability. As a group, EMR students fell within the range of average classroom performance, although some students may have been incorrectly placed in the program. Recommendations resulting from the study included the following: (1) career awareness and exploration should be integrated into the elementary and junior high school EMR curricula; (2) course work should focus on communication and computational skills, occupational information, civic responsibility, personal-social skills, and home and family life skills; (3) EMR vocational competencies need to be strengthened in the areas of independence from supervision, understanding and retaining oral instructions, concentration ability, and quality and quantity of work; (4) decisions regarding school selection and placement should be based on a comprehensive vocational evaluation of the students; and (5) special programming support is required for a successful mainstreamed vocational-technical program. (ELG)