The perceptions of cooperative education held by the students, teachers, and employers participating in cooperative education programs in Ohio and Ontario, Canada, were examined through six parallel case studies conducted in one urban, suburban, and rural school in each country. Data were gathered through site visits to each school, participant observations, document research, and open-ended interviews with 66 individuals (5 students and their employers and 1 teacher from each school). The research focused on participants' perceptions of the following: meaning and characteristics of work, intrinsic and/or extrinsic rewards, curriculum, and cooperative education's benefits. The participants perceived cooperative education as positive. It was credited with helping students become more mature, improve their self-esteem, communicate better, and develop organizational skills. Cooperative education was found to benefit employers by allowing them to train students and observe their work habits and to benefit schools by linking education and business. Students in Ontario received school credit for participating in cooperative education, whereas students in Ohio received school credits and at least minimum wage. Different models of cooperative education were noted in each country. (Appended are the student, employer, and teacher questions and study-related correspondence and forms. The bibliography contains 52 references.) (MN)