The study was conducted to document the role of vocational training programs in Early College High Schools (ECHS) and to identify the barriers which may hinder the implementation of robust vocational training programs in ECHS. The study was descriptive in nature, employing a mixed methods model. Specifically, the Exploratory Sequential Design: Instrument Development Variant was used. The researcher had hypothesized that in the context of ECHS, specific roles for vocational training programs as well as barriers which may hinder the implementation of such programs existed. On the basis of qualitative results, which were derived from a 3-round Delphi study, it is concluded that the hypothesis is tenable, as eight roles and fifteen barriers were identified. On the basis of quantitative results, it is concluded that the practitioners involved in ECHS tend to agree with the roles and barriers. Theoretical and practical implications were discussed.