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Closing the gap between academic and vocational education has required the creation of new public policy, but evidence of real and meaningful changes in curriculum and instruction are sometimes scarce, especially at the postsecondary level. This article reports findings from a mixed-method study soliciting information from all community colleges in the state of Illinois by utilising a survey, document review, and in-depth telephone interviews with selected informants. Results show that academic and vocational integration takes many forms, but applied academics is most prominent within community colleges. More advanced approaches associated with multidisciplinary courses, linked or cluster courses, and learning communities are much less evident. Barriers to integration are pervasive, and they are often linked to the long-standing separation of vocational from academic education. Even so, pockets of integration are apparent in the Illinois community college system, encouraging the Illinois Task Force on Academic and Occupational Integration to recommend greater support for the concept.