Based on an assumption that research on the treatment components of experiential education programs is useful in understanding and improving them, a study examined the component of student interaction with adults. Focusing on reference group theory (symbolic interactionism), the conceptual framework of the study is founded upon the assumption that through participation in experiential education programs, students can expand their reference groups by beginning to include co-workers who are adults, thus easing the transition between school and work. Scales developed and used in this study include those examining student perspectives on adults (Empathy, Helpfulness, Communication, Consultation) and selected work setting characteristics (Feedback, Hierarchical and Lateral Interaction, Challenge). Data analysis revealed that the Empathy and Communication scales have high reliability and the potential of discriminating between respondents. Hypotheses were tested by means of a static group comparison design which included 401 students classified by the extent of their work experience. Results indicate that student-adult communication and feedback appear to be important variables which reflect positive interaction. Students with work experience scored significantly higher on communication than those without work experience. However, the grade level of the students and their involvement in extracurricular activities were stronger predictors of the responses on the communication scale. (Author/MEK)