A study investigated the perceptions of vocational education and training (VET) students and teachers from New South Wales, South Australia, and Victoria about ways students engage in learning in VET, practices currently used by VET teachers, and factors shaping learning and teaching in initial VET. Data were collected from the following sources: surveys completed by 113 initial VET students; interviews with 48 teachers; and observations of 37 teaching and learning episodes. Ninety-five percent of the students liked their vocational course, and 52% of teachers believed that students learn best by hands-on learning. Most students (51%) were currently in paid positions. The classroom observers noted that teacher-student interactions were framed in a master-novice relationship. It was concluded that the practical learning component of VET courses must be improved and that initial and inservice education of VET teachers can potentially assist the development of skills that will facilitate the process of learning in initial VET contexts. Additional research on ways of linking classroom/workshop practical learning experiences to the practices and outcomes of workplace learning was recommended. (One hundred eight tables/figures are included. The bibliography lists 34 references. Appended are the teacher and student questionnaires and data on the numbers of students who chose or were placed into VET.) (MN)