A study examined various characteristics of learning environments that promote or retard the development of basic skills proficiency. Data on four school programs--vocational noncooperative, vocational cooperative, general education, and college preparatory--were collected in a repeated measure design via observations, testing, and interviews. A total of 360 observations of each of the four programs at six different schools were conducted. The data collected indicated that all four educational programs examined have something to learn from the others. It was recommended that vocational programs increase (1) both the exposure to and the level of reading skills required for vocational students; (2) the demand for the level of mathematics skills that students use in completing tasks; (3) students' involvement and intensity with activities requiring the use of data; and (4) students' opportunities for autonomy, self-direction, and feedback. Vocational educators were also urged to create a more caring and supportive learning environment to help students perceive vocational education classes more positively. (Appendixes to this report include a detailed report of the student data collected, the student interview form, results from the classroom and work environment scales, a summary of the observational methodology, and an in-depth discussion of the students' basic skills achievement.) (MN)