This study was conducted to determine the strength of the relationship between handicapped students who are mainstreamed into regular vocational education programs as a result of an evaluation recommendation and their retention in that program, as opposed to students who are enrolled without this recommendation. An individualized follow-up study was undertaken with 37 students of the Work Adjustment and Training Center for the Handicapped (WATCH) in the Cincinnati Public Schools between September 1978 and June 1980. These students had received vocational education training at WATCH prior to being mainstreamed into the Cincinnati schools. Comparisons were made between students who were evaluated and recommended for mainstreaming, and students who were evaluated and did not receive a favorable recommendation for mainstreaming, but who were placed into vocational education programs over the evaluators' recommendations. Successful student placement was based on four criteria: attendance, grade point average, work habits, and performance with regard to program competencies. Analysis of data gathered on the students showed no significant differences at the .05 levels between the two groups. However, there were definite trends toward better performance by the recommended group on all factors measured. In addition, almost all of the students have maintained passing grades well into their senior year, suggesting that handicapped students can, indeed, be successful in regular vocational education programs. The study also suggested that the evaluation process itself may be helpful to the success of both recommended and nonrecommended students by screening out inappropriate vocational choices. (KC)