This study was conducted to identify outcomes and to produce information to support them for vocational education selected from the myriad of outcomes ascribed to it by various publics. From a list of 252 outcome questions, the project staff, selected personnel from the National Center for Research in Vocational Education, and vocational educators identified 18 outcomes on the basis of their historic importance, contribution to individuals, contribution to the improvement of social relations, contribution to the production, development and management of material wealth, and likely importance in the future. Then, six experts in the fields of history, philosophy, psychology, sociology, economics, and futurism wrote papers that supported or rejected each of the 18 outcomes. On the basis of evidence presented in the papers, the following outcomes are supported for vocational education: upgraded occupational competencies, acquisition of useful occupational skills, retrained workers, development of safe work habits, and satisfactoriness to employers. The following outcomes are not strongly supported: increased job satisfaction, increased potential for entrepreneurship, increased awareness of need for basic academic skills, and placement in jobs related to training. Finally, these outcomes are not supported at all by the papers: enhanced leadership capabilities, positive work attitudes, motivation for achievement, trained workers for labor market needs, improved quality of work, enhanced job advancement, increased productivity, reduced dropout rate, and increased earnings. The study has implications for federal and state legislation concerning outcomes for vocational education programs. (KC)