Twenty students in an Experience-Based Career Education program were randomly selected for two periods of observation (Fall and Spring) at two kinds of sites (work-experience and school). Observations were coded, and then compiled and analyzed by computer. Results indicated a surprising similarity between activities of the resource (work-experience) sites and at the school. Three types of behavioral change were observed: (1) changes in the subject matter areas in which students engaged; (2) modifications in instructional procedures including declines in the use of textbooks, increases in the use of workbooks, increases in student involvement in instructional groups, increases in writing activity, and decreases in the assignment of new tasks for students; and, most importantly, (3) changes in student behavior which were suggestive of increasing student maturation--increases in acceptance of responsibility and in displays of initiative. A list of student outcome objectives is appended, as well as the lexicon of code words used in recording observations of student behavior. The objectives involve career development--self-development, career decision making and planning; basic skills--oral communications, writing, reading, and basic mathematics; and life skills--interpersonal, problem solving, decision making, and inquiry. Elective life skills objectives include media skills, physical fitness, sociocultural awareness, and political awareness. (Author/CTM)