This study sought to compare the relative values of the structured and unstructured approaches to the work experience portion of cooperative education programs with the additional objective of preparing guidelines for developing the structure of a work experience. A total of 32 students, 16 experimental and 16 control, from four Texas Community Colleges participated in the study. Four occupations, for which the National Occupational Competency Testing Institute (NOCTI) had prepared examinations, were selected. Competencies were identified for each occupation and the work experience was structured, based primarily on the identified competencies. All students were administered the appropriate NOCTI test as a pretest and assigned to training stations, where control students participated in a traditional unstructured work experience and experimental students participated in a work experience structured around the occupational competencies. At the end of four months all students were administered the NOCTI examination as a posttest. The conclusion showed that a more structured approach is more effective in teaching occupational competencies since students receive occupational knowledge at a higher, more consistent level. Lists of preliminary competencies are appended for air conditioning and refrigeration, printing trades, drafting, and auto mechanics. (Author/NJ)