The use of vocational assessment instruments with Texas special needs students was investigated as part of the requirements of the Carl D. Perkins Vocational Education Act. A nonrandom sampling method was used to identify the population. Transition from School to Work Coordinators in each of 20 regions collected 130 completed survey instruments from district respondents responsible for vocational assessment. Educational diagnosticians, vocational assessment coordinators, transition specialists, and special education department chief executives were the most frequent responders. Aptitude tests, interest measures, combination instruments, and work samples were used for the study. Based on the information reported in the study, five conclusions appear warranted: (1) individuals with different titles appear to be responsible for vocational assessment in Texas; (2) a wide range of instruments are reported as being used, especially in aptitude and interest categories; (3) respondents often listed instruments in incorrect categories or with incorrect names; (4) respondents were not uniformly satisfied with the instruments they were using; and (5) there appears to be much room for improvement in the vocational assessment process. (The document includes nine tables and two appendices: the survey form and letter to vocational special needs program transition coordinators.) (NLA)