The "Test of Economic Literacy" was used to assess the economics knowledge of students enrolled in five Kentucky vocational high schools. The test was to determine if economics instruction should be instituted in vocational schools. Neither age group nor gender was found to be a significant factor in student achievement, but the number of relevant courses taken and the academic track followed by the student were found to affect performance. Only four of the 46 questions asked were answered correctly by more than 50% of the students. Although reading and reasoning skills may have contributed to this, a lack of economics knowledge is definitely indicated. The study recommends that a random sample of comprehensive high schools in Kentucky be tested; moreover, a review of the curricula should be conducted. Possible courses of action include: workshops in economics for inservice teachers; requiring preservice teachers to complete one course in economics; requiring a 6-week course in economics for all high school students. A sample test with a discussion, rationale, and percent answering incorrectly is appended. (YLB)