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This project investigated how best to utilise school students' experiences in paid part-time work to enable them to have a better understanding of post-school pathways, as well as the ability to make wise decisions about these pathways. In this context, paid work experiences are regarded as being more 'authentic' and informative than school-organised work experiences, since paid work entails an employment arrangement, immersion in workplaces and the exercise of the obligations and requirements on the part of both employees and employers. The specific questions addressed by the project were: In what ways can school students' engagement with paid work experiences assist them and their peers to understand work, working life and post-school pathways? What kinds of teaching practices might secure these outcomes? How can schools best organise experiences to inform students about work, working life and post-school options? The study found that it is not clear the degree to which, despite all the interest expressed by school systems and statements about the centrality of vocational education and training (VET) programs, there are adequate resources, support and organisation to ensure successful programs. Some of the difficulties in negotiating classroom-based activities designed to reflect on the students' paid work experiences were a product of the standing and status of vocational programs within the schools. The research provided evidence that a reluctance to recognise the value of paid employment and its rigours placed additional demands upon students. For instance, students engaged in vocational options were often forced to negotiate inflexible arrangements within the academic programs. Hence, for students seeking both pathways, there were impediments that added to the complexity and stress of their study programs. This leads to a question about the capacity of schools to support the full range of post-school options for students through effective vocational education provision.