Illinois State University and University of Illinois faculty collaborated to pilot test and evaluate Applied Academics curricula in Illinois. Three sets of pilot sites included the following: (1) 14 local education agencies that pilot tested Applied Communications and/or Mathematics; (2) 10 sites at which vocational teachers collaborated with academic teachers; and (3) sites at which academic and vocational instructors and administrators identified barriers and incentives to collaboration. Instruments used at the pilot sites for applied curricula collected data on students, teachers, and school districts; information concerning participant expectations and outcomes; and educational background of students and teachers. Teachers at the collaborative sites kept journals of their collaborative interactions with academic teachers. Informal meetings were held with participants in the third set of pilot sites. Teachers found the applied academics materials effective and promoted academic/vocational collaboration; students indicated that the materials had a positive impact on their interest in content. Time constraints and a clear mission were the most important barriers to effective collaboration. On the positive side, teachers acquired assistance, money, contacts, and resources. The project developed a flowchart for strategic planning for curriculum integration and a content outline for a guidebook for integration activities for teachers and administrators. (21 references) (YLB)