A review of the literature on the use of the workplace as a learning site in vocational education identified alternative models used to combine workplace learning with school-based programs and identified a framework and criteria for evaluating programs using the workplace as part of their instructional process. Although there is some evidence that the use of cooperative education and internships is increasing in postsecondary schools and colleges, the basis for increased use is probably more a function of perceptions than empirical data. One of the assumptions is that work experience is a powerful motivator. Few studies have explored the contribution of experientially based work programs to the social development, educational advancement, or psychological maturity of participants. Little research has specifically examined the link between participation in the many unique forms of work-based experiential learning and later success in the labor market. The methodology most often used to study experiential learning is self-report of participants. Little attention has been focused on postsecondary schools' use of experiential learning. There is a need to examine more closely what interns, faculty, and field supervisors do to ensure that students learn and that host organizations are appropriately served. (5 pages of references) (CML)