Model choice and implementation efforts depend on many factors, including existing academic and vocational offerings, teacher and student interests and capabilities, availability of resources, and the extent to which administrative support exists. According to Grubb et al. Academic subjects are taught using related vocational materials, and academic teachers modify their subjects to align with the types of workplaces students are preparing to enter. In addition, vocational teachers develop programs and courses with more relevant academic content and rigor. Curriculum alignment involves exchanging information, sharing issues and skills, and coordinating topics within and between academic and vocational courses.
Teachers can thus include complementary content within their regular teaching time frames.
The project model can help in further facilitating integration of vocational and academic subjects. In this model, the curriculum is organized around student projects that draw from skills and information learned in different classes and through various personal experiences. Projects commonly require the production of written presentations, oral presentations, and physical representations. The project model emphasizes individualization, independent work skills, presentation skills, problem-solving skills, research skills, and creativity. For example, while working as a technician for a plumbing, heating, and air company, a vocational teacher who was employed at an area vocational school was required to work with customers over the phone.