A Nonequivalent Control Group Design, an analytical evaluation technique, was used to assess the effectiveness of an individualized inservice approach for vocational teachers of disadvantaged learners in Pennsylvania. The experimental group consisted of vocational teachers volunteering to participate in an individualized inservice program; the control group consisted of vocational education teachers enrolled in an inservice graduate course. In addition to the teachers, administrators in the teachers' local schools and resource team members from the university working with the teachers provided feedback regarding the teachers' abilities to work with disadvantaged students. Both groups were administered four instruments designed to assess competence in performing tasks related to teaching the disadvantaged and to determine the perceived effectiveness of the inservice training program. Data revealed that teachers approved of both approaches. Analysis of posttest scores indicated teachers in both groups showed an increase in their competency to work with the disadvantaged. (Instruments are appended. Thirteen tables are provided.) (YLB)