Pennsylvania has maintained a nontraditional pathway for the certification of secondary-level vocational teachers since the 1920s. The key that opens the door to that pathway is the verification of subject mastery via: (1) documentation of a learning period in the occupation; (2) documentation of related paid work experience beyond the learning period; and (3) successful completion of an occupational competency examination. For many years, those examinations were developed by personnel of the universities engaged in vocational teacher preparation under the auspices of the Pennsylvania Department of Education and a policy committee, the Pennsylvania Occupational Competency Assessment Consortium. The decision to deny or grant admission to a vocational teacher candidate rested upon a norm-referenced cut score. However, there has been an on-going problem with the traditional approach of setting cut scores for use by personnel of the Pennsylvania Department of Education in the certification of secondary-level vocational instructors. This article provides a discussion of a follow-up study, based upon the Walter and Kapes pilot study, which was conducted to extend the initial investigation of the viability of an alternate methodology for establishing cut scores for occupational competency examinations. (Contains 5 tables.)