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This paper explores the concept that there are at least two broad areas of research that inform the design of vocational education programs for practitioners in the VET sector. In particular one that focuses on the needs of government and industry and is discussed in terms of desired behavioural outcomes, and another that is concerned with the teaching/training and learning relationship and is discussed in terms of process. The fairly new role of VET in the productive sector sees institutions taking on the characteristics of firms or enterprises. VET organisations and institutions are now direct producers of goods and services. Research has been undertaken to investigate the behavioural outcomes required by VET practitioners to meet the needs of a deregulated VET market. There is also a large body of research (undertaken in a variety of educational settings) that looks at approaches to teaching and learning, including the tacit knowledge and skills that are the informal and implicit conventions, values and norms of the profession. Social and political values are considered alongside economic values. It is argued that research into the desired behavioural outcomes is so influential that it could see the teaching and learning research minimised or overlooked by policy makers and educational designers, when it is equally important in the education of effective VET practitioners.