This study of competency-based vocational education (CBVE) in Pennsylvania was guided by evaluation questions in eight areas: overall, current status of CBVE; implementation of the state Bureau of Vocational Education's (BVE) model of CBVE; characteristics of other CBVE models implemented in Pennsylvania; Pennsylvania Department of Education funding strategy; needs of local education agencies related to CBVE; correlates of successful CBVE implementation; positive impacts on students; and long-range policy recommendations. The methodology relied on intensive interviews of Pennsylvania Department of Education staff and senior personnel from local education agencies across the state. Teacher surveys were also distributed to collect information on the classroom implementation of CBVE. The study found that there is widespread support for competency-based vocational education across the state. The BVE's model of CBVE has achieved a moderately high level of implementation at the adult vocational-technical schools. Although supportive of the basic tenets of CBVE, community colleges and high schools have adopted the BVE model less extensively. Differences in the implementation of the Bureau's model across the three types of schools most likely was influenced by the targeting of state funds for training, technical assistance, and materials primarily to the adult vocational-technical schools. Administrative support for CBVE was also much higher at the adult vocational-technical schools and community colleges than at the comprehensive high schools. In spite of widespread support for CBVE, there were no evaluation data to support its positive impacts on students. The outstanding needs listed by CBVE implementers include the provision of additional resources to support program updating and modernization, especially in the high technology areas. (Author/KC)