To provide a guide for implementation of flexible modular scheduling for industrial education, this study examined the industrial education departments of schools utilizing the scheduling and determined the administrative and instructional procedures employed by them. The following conclusions and recommendations were based on 64 (83.1 percent) returned instruments: (1) Formal arrangement for industrial education existed even though the school was experimenting with an innovative program, (2) Large group instruction was used by almost 50 percent of the schools, primarily as a one-teacher presentation, (3) Structured laboratory sections have been reduced from 5 hours to approximately 2 hours per week, and generally follow the same pattern as traditional laboratory activities, (4) Most schools allocate to their students approximately 40 percent unscheduled time, (5) Student honor system is used in respect to safety, clean-up, tool usage, and attendance during open lab mods, (6) There is a lack of adequate paraprofessional support and differentiated staffing patterns, (7) Very few schools have a resource center, and (8) A general pattern includes one large group meeting per week, two structured labs and the use of open labs. This Ed.D. thesis was submitted to Wayne State University. (GR)