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Although science and math are increasingly important in the workplace, many students, especially females, avoid these subjects. One route to the achievement of National Education Goal 3–increasing student competence in challenging subject matter–is through integration of vocational education with science and math, enabling students to apply academic knowledge to specific occupational tasks. Among recent integration projects in PHYS-MA-TECH, a collaborative effort of the Illinois Board of Education, Northern Illinois University, five industries, and five high schools. The project features an integrated curriculum developed and delivered by teams of math, physics, and technology teachers in a nontraditional learning environment through team teaching and innovative delivery models. The Technology/Science/Mathematics Integration Project in Virginia middle schools focuses on applying science and math principles to real-world technological problems. In Washington State, a materials science and technology curriculum uses integrated and cooperative learning techniques to link knowledge of materials composition to workplace application. Integration of science and agricultural education in Tennessee enables students to use an agriculture course for college prep credit requirements. Team teaching is essential for integrated programs. Team teaching fosters mutual respect among disciplines, expands the repertoire of strategies and techniques, and increases enthusiasm and motivation for teaching. U.S. student performance in international comparisons highlights the importance of opening doors to science and math to students through vocational education. (Contains 12 references.) (SK)