A study used concept mapping to identify, classify, and prioritize student outcomes for use in building a foundation for evaluating tech prep programs. The study involved 61 stakeholders from 3 stakeholder groups: 24 educators, 18 students, and 19 employers, who rated 98 student outcomes statements gleaned from educational literature on tech prep and school reform. Results showed the three stakeholder groups gave high priority to a wide array of student outcomes, which were clustered into a concept map showing nine clusters, ranked in the following order: (1) personal attributes, attitudes, and employability skills; (2) school-to-work transitions; (3) technology and quality management; (4) information use and decision making; (5) work and interpersonal relationships; (6) educational attainment; (7) communications; (8) mathematics and science; and (9) democratic and participatory strategies. Educators and students gave higher priority than employers to educational attainment outcomes, whereas employers gave slightly higher priority to vocationally oriented outcomes. The study can be used as a model to investigate other stakeholder groups' attitudes toward tech prep outcomes. (Contains a list of 59 references, and two appendices: student outcomes by classification in the literature, and a comparison of mean rating and bridging values for outcomes statements by cluster and stakeholder group.) (KC)