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My research with new workers suggests that across all work and learning situations the transition to work is a critical time in the formation of worker subjectivities. This paper will examine the formation of these worker subjectivities in the transition from formal learning/preparatory training to work. It will draw on longitudinal research with a small number of workers in a range of different industries. I will suggest that the concept of transfer of skills is of little relevance to understanding or facilitating these transitions. Some current conceptions of the formation of worker subjectivities, including Billett's concept of co-participatory practices (2001), and a Foucaultian approach of technologies of the self (Edwards & Nicholl, 2004) were found to be potentially useful starting points. These transitions will be explored to assist vocational educators and workplace trainers to facilitate the transition from learning to work.