This paper describes and analyzes general issues and examples of good practice in work-based learning relative to higher education in the United States, and applies them to comparable situations in the United Kingdom. Higher education has re-evaluated work-based learning to respond to changing socioeconomic conditions, such as the needs to increase the workforce by educating disadvantaged groups and to upgrade skills of the existing workforce. The role of the U.S. Federal government and several U.S. organizations in shaping work-based learning is examined. The customized nature of work-based learning to meet the needs of both the company and the company's individual employees is noted, as well as the complexity in the many different types of providers of work-based learning. Components of good practice in work-based learning are specified, followed by discussions of barriers to good practice, employers' concerns about global competitiveness, and funding concerns. Developments in the United Kingdom are outlined, followed by a list of areas where international exchange of information and ideas is needed. Appendices provide a matrix of work-based learning providers and a list of six organizations. (Contains 34 references and footnotes.) (JDD)