The research design was conceived under a case study format to allow the examination of programs of interest and develop an understanding of specific practices or problems in all their dimensions of complexity (Stake, 1994). When interested in a particular situation happening in multiple settings, Stake (1994) suggested a collective study design to characterize similarities across contexts, and gather the experiences of stakeholders operating under different circumstances. Thus, a collective case study was designed and guided by three research questions: (1) How did school reform focusing on integration of academic and vocational education get started? (2) What is the nature and scope of integration efforts linking mathematics and vocational-technical education? and (3) To what extent are the NCTM Curriculum and Evaluation Standards for improving teaching and learning emphasized in pedagogical practices? A national survey of secondary and postsecondary sites engaged in linking mathematics and vocational-technical education was conducted to identify and select four promising programs for in depth case studies.