Using longitudinal data gathered over a 5-year period, a cohort of 645 male and female students was studied (n=242) to determine the impact of an experimental manpower economics course on world-of-work understanding, attitudes, education-related and employment-related behavior. While the eighth grade course (given fall semester 1967-68) had significant short-run impact on understandings and attitudes of instructional students compared with control students matched for mental ability, few longer-run differences were observed between the groups during high school and as of the February 1973 survey week eight months following graduation. Surprisingly, wage rates and weekly pay were not associated with scores on a test of world-of-work understanding or with IQ, academic rank in high school, family income, and other variables, but were positively associated with labor union membership. The entire sample of graduates (instructional plus control) made a remarkably smooth transition from school to work or to postsecondary educational programs. Labor force participation, wages, and work satisfaction were relatively high and unemployment rates low. Major differences were observed between graduates and dropouts. (Author)