A study compared student participation and program features in two-year college vocational education programs in school year 1993-94 (after enactment of Perkins amendments) with 1990-91 (before enactment). Questionnaires were mailed to a sample of two-year public and private nonprofit colleges in two surveys, one for 1990-91 and another for 1993-94. Changes that had taken place in vocational-technical programs (such as, use of quality indicators for program assessment, school-to-work transition activities, and integration of academic and vocational learning) and among students from special populations (participation in vocational-technical programs and availability of support services) were identified. Four two-year colleges were visited. Findings indicated efforts to improve program quality showed progress, but use of some recommended approaches was lagging. Two-year colleges increased the use of quality measures to assess vocational education programs. Tech prep programs had been almost universally adopted since the Perkins amendments. Two-year colleges were slow to strengthen integration of academic and vocational instruction. Removal of set-aside requirements did not appear to have hurt special population students. Participation in postsecondary vocational education by special population students was maintained. Availability of support services for special population students was either increased or maintained by the Perkins amendments. (Appendixes include scope and methodology, supplementary analysis, aggregated responses to the survey, and Department of Education comments.) (YLB)