Approximately three years after a sample of vocational education teachers in Florida took the General Examinations, College-Level Examination Program (CLEP), the impact of the use of CLEP scores by teachers (392) in their professional development was assessed. Indicators of professional growth were teaching rank, salary, and degree status. Teachers who used CLEP for credit and/or admission to degree programs in vocational education advanced in rank and degrees held with greater frequency than teachers making no use of their scores. No difference in salary increases between the two groups was found. Subjects overwhelmingly endorsed the use of credit for prior off-campus learning in furthering their professional development. Conditions favorable to the study prevailed in Florida when the study was made: (1) The CLEP tests were given at no cost to the teachers, (2) State universities in Florida modified their admissions standards to allow subjects to enter degree programs of study with CLEP scores, and (3) a uniform cutoff score was used by the universities for granting credit for CLEP. Unless a generally similar set of circumstances prevailed elsewhere, the degree of association between the use of CLEP scores and indicators of professional growth reported in this study might not occur. (Author/HD)