A study identified 16 programs that represented the range of innovative school-to-work approaches found in the United States and drew on their experiences to learn about the challenges they had confronted. Data were collected during two visits to each program in 1992 and 1993. Findings underscored the diversity of the school-to-work movement and showed how these programs were able to build the local support they needed. Strong evidence showed that a broad range of students, including a substantial number of disadvantaged and low-achieving students, were able to participate. Marketing and student selection methods to attract a diverse enrollment were identified. Findings suggested that programs that started in grades 9 or 10 had a greater capacity to meet the needs of diverse students than those that started in grades 11 or 12. Three major strategies used to improve students' education were identified: changing the nature and content of instruction in high school; providing extra, personalized support for students; and creating contextual learning experiences for students in workplaces. Local firms' contributions ranged from providing the programs' essential work-based learning activities to supplying the knowledge, coordination, and resources they needed to survive. These implementation challenges were identified: midcourse corrections, relationships with the local school system and host school, and employers' relationships with students. (Appendixes include descriptions of the programs. Contains 43 references.) (YLB)