Vocational learning has its dimensions and components that need to be identified prior to their use in the design of a model that could help with the improvement of such learning. To this end, and with a special attention to technical high schools in Iran, a group of 17 experts on the subject was interviewed. The gathered data were content analyzed and a set of 37 components in five dimensions of professional interactions, knowledge management and sharing, personal and group learning, cooperative and supportive leadership, and self-learning were derived. The validation process of dimensions and components showed that the participants had the highest measure of agreement on the supportive and cooperative leadership (0.882) while the lowest measure of agreement was on knowledge management and sharing (0.715). The overall agreement on the validity of the model was estimated to be 0.813 which can be considered as high, and suggestive of both administrative and research initiatives that are given.