The use of various forms of social media for individuals, groups and organisations is now commonplace. Individuals use it to update friends and family on their experiences, groups use it to inform their members of relevant information, and organisations use it to market their services and products. With many current and future students already familiar with social media platforms, could there be a use for social media in vocational education and training (VET)? Highlights include: (1) Social media is used in VET as a tool to provide course information and for asking questions, to collaborate on group assignments, and to demonstrate skills that have been learnt; (2) The use of social media in VET courses can lead to higher levels of student engagement and promote more collaborative learning and may encourage increased rates of course completions; (3) Based on their past experiences, teachers recommend the development and promotion of guidelines for social media usage to help students understand its appropriate use and privacy issues. Teachers also believe they should control the administration of any group set up for their course to ensure regular monitoring of content; and (4) Some teachers may be more willing to use social media in their courses if their institutes provided clearer examples about how and in what way it can be used in teaching and assessment. This good practice guide is based on research by Victor Callan and Margaret Johnston, which looked at how social media is being incorporated in VET training and assessment. The researchers undertook interviews with teachers, students and employers across three different training organisations. The research is largely qualitative and limited to selected case studies, yet it helpfully breaks new ground in illustrating how social media is being infused into VET teaching practice.