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A study examined the collaboration between vocational teachers and their colleagues in vocational English as a Second Language (VESL) or English as a second language (ESL) on behalf of limited English proficient (LEP) students in mainstream vocational classrooms. Visits were made to three secondary and three postsecondary sites nationwide. Data were collected through faculty questionnaires, videotaped classroom observations, and participant interviews. True instructional collaboration was found where language specialists were viewed as experts, not as support personnel. This relationship involved a one-way information exchange: the vocational instruction gave learning content to the language teacher who made it comprehensible to the students. Instructional episodes observed during site visits were illustrative of the potential of vocational instruction to LEP students. Collaboration was not a factor essential to development of effective teaching practices for LEP students i