The objectives of the study were: (1) To study the values of students as a whole. (2) To compare the values of students of different courses of studies. (3) To study the vocational preferences of the group as a whole. (4) To compare the vocational preferences of students of different courses of studies. (5) To study the relationship between the values and vocational preferences of the students as a whole group. (6) To study the relationship of values and vocational preferences of the students of different courses of studies. 

The hypotheses of the study were: (1) The students of various courses of study have no significant mean differences in each of value dimensions. (2) The vocational preferences of the students of different courses of study do not differ significantly in each of vocational fields. (3) There is no significant relationship between any set of value and vocational preferences of the students.

The sample comprised of 400 students from Delhi, Agra, Nanital and Haldwani selected by Purposive Random Sampling. 

The value scale and vocational preferences scale developed by researcher were used for data collection. 

The survey method was used by researcher. 

The data was analyzed by correlation and Duncan’s Multiple Range Test. 

The findings of the study were: (1) The value system (hierarchies) of the whole group in nine value dimensions taken was as follows: The students were high in knowledge, economics and power values; medium in social, democratic and health, and low in religious, family prestige and aesthetic value. (2) Students of arts stream were little higher in social value. Science and commerce students were higher in democratic value and lower in aesthetic value. (3) The male and female students of arts, science and commerce streams were significantly different in nine values in their comparison. Male students were higher in power value, females were higher in economic value and both were lowest in aesthetic value. (4) The students were high in literacy, executive and scientific filed, and medium in business. Social and humanitarian fields and low in persuasive, computations and artistic fields. (5) Preferences of arts students were higher in social, executive and literary fields; medium in humanitarian, persuasive and scientific fields and lowest in computational, artistic and business. (6) Preferences of science students were higher in scientific, humanitarian and persuasive fields and lowest in artistic, computational and business fields. (7) Preferences of commerce students were higher in literary, business and executive fields, medium in humanitarian, scientific and persuasive fields and lowest in computational, artistic and social fields. (8) The male and female students of arts, science and commerce streams were significantly different in their vocational preference. Male students’ preference was high in executive fields and female students’ preference was highest in literary fields. (9) The common positive and significant relationship was found between religious value and computational field, social value and social fields, health value and humanitarian field, democratic value and scientific field, aesthetic value and artistic field, economic value and business field; knowledge value and literary field, power value and executive field and family prestige value and persuasive field. These findings suggest that vocational preference was related to personal values.