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This paper focuses on the author's interest in students' work-based learning and the progression in the complexity of a student's tasks in the workplace from the beginning to the end of his studies. The paper begins by outlining the research problematic, which is focused on the objectives of this study and the principal theoretical underpinnings. The research includes case studies developed from interviews with students in vocational and technical education programs. Initial analysis of the data provides preliminary interpretations that address the students' work activities and participation in their workplace, the perceptions of the students with respect to the difficulties encountered, the learnings achieved and the supervision received from their mentors or company employees.