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This article reports some of the findings from a research project on students' perceptions of education business (EB) link activity. Using a self-report questionnaire, it contrasts student perspectives on the EB link activity in schools with 'well-developed' links with those having 'less well-developed' links. The results suggest that where 'well-developed' links exist, they tend to have overall positive effects on certain key aspects of students' perceived vocational insight, vocational concerns, locus of control, self-efficacy and work-based learning. These results held up irrespective of the way in which the EB links were organised. Furthermore, the effects were found, on a number of variables, to be most positive in respect of male students. The study concludes that there are differences between schools in their approaches to EB links, which merit further research.