Programs that link education and work and implications of the 1980 Higher Education Act for the expansion of work-learning opportunities are considered in this bulletin. Considerations for designing and operating a program combining academic learning with work experience is discussed by Yolaine Armand of the College for Human Services in New York City, which has combined classroom work with human service practice for inner-city, low-income adult students. Michael B. Goldstein, in reviewing the 1980 Higher Education Act, claims that student work programs, notably College Work-Study, are to be considered in the context of their educational and vocational as well as economic value. This issue of the bulletin also considers two service-learning programs in Atlanta, a program in Detroit at Wayne State University involving labor unions and six public universities to train rank and file women and minorities for leadership roles in the community, the Grand Rapids Junior College Mentorship Program that pairs high school students with professionals for on-the-job work and observation; and the American Indian Studies program at the College of St. Scholastica in Duluth, Minnesota. The two service-learning programs in Atlanta are the Atlanta Urban Corps, which arranges paid internships in Atlanta public service agencies, and Project EXCEL (Exemplary Collegiate Experiential Learning Program) at Georgia State University, which is aimed at improving accessibility to its associate of science degree program by low-income, CETA (Comprehensive Employment and Training Act)-eligible youth in Atlanta. (SW)