A career continuum has evolved with career education being the preparatory phase in the schools and the quality of working life or career development in the profit and nonprofit sectors representing the participatory aspect. Historically, career education has emphasized preparatory processes providing learners with attitudes, knowledge, and skills needed in a fluid world of work. The concept of quality of working life addresses the qualitative relationship between worker and workplace. Its advocates see as fundamental (1) reasonable compensation, (2) job security, (3) a safe and healthful work environment, (4) recognition for achievement, (5) due process in work-related problems, (6) participation in decision making, (7) responsibility for and autonomy over work, (8) flexible time arrangement, and (9) emphasis on education, training, and career development. Welding career education and the quality of working life into a career continuum enables learners and workers to make work a meaningful part of their lives. Work, work values, and career occupy important positions in any concept of a career continuum. A new set of work values increasingly requires challenging, satisfying work available upon completion of career education. Career, a lifelong endeavor, suggests adult growth, development, and socialization. Increasing understanding, communication, and cooperation between career education and quality of life proponents must occur to make the career continuum concept operational. (YLB)