This qualitative study examined how educators' relationships with businesses impacts the nature of and access to work-based learning opportunities for students with intellectual and developmental disabilities. The study used the social network constructs of tie strength, density, reciprocity, and trust to explore relationship structures between educators and businesses. A case study design was used that included six educators working in New York State. Each educator submitted a sociogram and participated in one virtual interview. Additionally, school district data was collected to contextualize each case. Analysis procedures included within-case and cross-case approaches. Findings indicate that the selected social network constructs do highlight nuances of relationships in ways that extend previous research: a strong "tie" between an educator and a business is not required to access work-based learning, "reciprocity" improves the nature of and access to work-based learning, "trust" between educators and businesses has relational and procedural elements, and a traditional social network analysis understanding of "density" is not on the minds of educators. Additionally, the social network principle of "brokerage" emerged as relevant to relationships, as did personality of educators. These findings have both research and practice implications for New York State and work-based learning literature more broadly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]