This two-part document describes the development of a word processing instructional program at NEKA Vo-Tech School (Kansas) and offers recommendations for incorporating word processing into the curriculum. Program development steps which are discussed include: assessing community needs; developing implementation phases; contacting other instructors; researching facility needs; subscribing to journals; and researching funding sources. The list of criteria by which eleven brands of word processing equipment were compared includes: cost; service and repair; systems support; training; ease of operation; equipment standardization; buy versus lease; vendor reputation; storage capacity; printing speed; output or print quality; warranty; training manuals; and software and supplies. The following recommendations are offered: at an equipment demonstration, care should be taken to check out the equipment on tasks that it will be used for; when incorporating word processing into the postsecondary curriculum, the highest priorities are language arts and keyboarding skills; and speed should be measured by line count rather than words per minute. The following skills are described as being important: machine transcription; proofreading; grammar; use of reference sources; records management; basic mathematics; word processing terminology; and correction methods. A 30-item list of points to clarify during an equipment demonstration is included. (DC)