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The research reported here examines the place of vocational education and training (VET) in secondary schooling in response to the introduction of accredited vocational subjects in the new Higher School Certificate (HSC) in 2000. Primarily it is concerned with questions of equity, access and outcomes for students, implementation and the role of teachers, and implications for future policy and practice. The research suggests that there is a need for more, and more effective, professional development programs for vocational teachers and trainers. There is a continued need for broader conceptions of competence to underpin the work of vocational teachers and trainers. Within the school system, VET needs to be presented as a legitimate part of secondary education. Finally, educational policy needs to reflect the efforts made by schools to incorporate and promote VET within the school and within the community.