This document reports the results of work in identifying promising approaches to the provision of technological update to vocational/technical teachers and barriers as well as facilitators to the use of those approaches. (Technological update refers to the technical, as opposed to pedagogical, knowledge and skills needed by vocational teachers to provide their students with up-to-date preparation for the current technology of the world of work.) Information on approaches now in use to update teachers' technological knowledge and skills was gathered from literature, knowledgeable observers, and vocational education institutions and agencies. Criteria related to cost effectiveness, complexity, and locus of administrative control were then applied to select those approaches that appear to offer promise. Two different kinds of approaches were identified. First, six specific delivery techniques were described: work experience internships, university and college course work, workshops, industry observation, education and industry staff exchange, and part-time employment. Second, three different types of update programs were described: local programs, nonlocal programs, and industry training and update programs. Major barriers or facilitators include availability of funding, motivation, and policy. The result of the study is nine descriptions of promising approaches to the task of providing technological update, each approach with its own potential for providing update, administrative characteristics, advantages and disadvantages, and barriers and facilitators. The study recommended research to determine responsibilities of the various agents (teachers, administrators, state and federal departments of education, and business and industry) for updating and providing sufficient funds to carry out updating programs. (KC)