Purpose This study was undertaken to investigate the opinions of secondary cooperative distributive education teacher-coordinators in Mississippi toward recommended coordination activities. The primary purpose of this study was to provide state supervisors of distributive education and the distributive teacher educator in Mississippi with data and information which could be used to: (1) plan and structure selected aspects of the pre-service distributive teacher education program, and (2) plan and structure in-service educational programs with respect to cooperative distributive education. A second purpose was to determine whether relationships existed between years of teaching experience, occupational experience, type of undergraduate degree held, type of graduate degree held, and number of completed hours of undergraduate course work in vocational education designed specifically to train distributive education teacher-coordinators, and opinion toward recommended coordination activities. Procedure An opinionnaire was developed through a review of the literature with emphasis placed on five studies: (1) Warmke (1960), (2) Harris (1971), (3) Cotrell (1972), (4) Weatherford (1972), and (S) Crawford (1975). The opinionnaire incorporated a 1 - 4 point Likert-type scale for respondents to indicate their opinion toward recommended coordination activities. In analyzing the data, descriptive statistics (composite means and standard deviations), Spearman Rho rank-order correlation coefficients, and t-tests were used to compare the responses of the total population and categorized respondent groups. Population This study was concerned with selected demographic characteristics and opinions of a single population--secondary cooperative distributive education teacher-coordinators in the state of Mississippi employed during the 1976-77 school year. The total population of fifty-two secondary cooperative distributive education teacher-coordinators was included in this study. Summary of Findings The categories of coordination activities most often rated highest in importance by the respondent groups were: (1) "Developing Training Agreements," (2) "Selecting Training Stations,” (3) "Public Relations,” and (4) "Student Control." The categories of coordination activities most often rated lowest in importance were: (1) "Related on-the-job Instruction," (2) "Developing Training Plans," and (3) "Adult Distributive Education." The top-rated coordination activity listed in the opinionniaire for the total population was "Prepare the student-learner for an interview with cooperating employer and training station personnel." The lowest rated coordination activity listed in the opinionniaire for the total population was "Provide vocational guidance and counseling for adults who need training or retraining for a distributive occupation." Major Reconnnendation Mississippi distributive education personnel, when considering both pre-service and in-service offerings in cooperative distributive education should review the findings of this study as presented in Chapter IV. The composite opinion mean scores and coordination category mean scores are reported for the fifty coordination activities and nine major categories of coordination activities for the total population and for categorized respondent groups. Specific recommendations with regard to the findings and conclusions are offered in Chapter V of the study. / ED. D.