A project was conducted to implement and incorporate performance-based instructional modules into the vocational education teacher education program at Auburn University. Six steps were carried out in implementing the project: (1) Orientation materials on performance-based instruction were developed and used with faculty and students; (2) the project staff and faculty members surveyed vocational teachers, teacher educators, local vocational administrators, Alabama to identify competencies needed by vocational teachers; (3) competencies identified were aligned with materials available through Educational Resources Information Center (ERIC) searches and then aligned with existing courses of the university; these materials were obtained and organized in groupings by the identified competencies; (4) all materials identified were acquired, catalogued, and filed in the Resource Information Center (RIC); (5) procedures were developed for the use of performance-based materials by faculty and students in vocational education courses; (6) approximately 50 percent of the vocational teacher education faculty were using one or more instructional modules in one or more of their classes at the end of the project; in addition, the forms designed for administering the modules in the instructional program were being used. (The major portion of this document is a model of the program, containing lists of competencies identified coordinated with identified resources and courses of instruction.) (KC)