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Several educational reforms for connecting schooling and work are currently underway in the United States. The literature provides a broad framework for these efforts emphasising the integration of vocational and academic education, linking school and work-based learning, and connecting secondary and postsecondary education. Qualitative evidence of indicators representing this framework are presented, based on the perspectives and experiences of students participating in programs featuring key elements of recent education for work reforms. Derived from a modified grounded theory approach and a national sample of 133 secondary/postsecondary students, the character and nature of these indicators as well as their perceived value were described and evaluated by participant students.