An evaluation of work experience programs in Queensland state secondary schools had three goals. It examined current practices and identified effective practices to guide program planning and development; based on expected student benefits, it provided a categorization of the types of experience that students encounter during work experience programs; and it determined teacher views on the importance and necessity of work experience in the school curriculum. The evaluation data collection proceeded through three stages: a preliminary study in metropolitan secondary and special schools, a mail survey of all state high schools and secondary departments regarding selected aspects of program organization, and on-site investigations. Three types of programs were offered: general programs offering work experience to all or most students in a particular year level, programs associated with special transition-to-work courses for selected students, and programs associated with the teaching of a particular subject. Nine categories of work experience placements were found: regular work, supernumerary, apprenticeship, learner assistant, guided tour, orientation (different work opportunities), onlooker, simulated, and school-based. Most coordinators and teachers felt that work experience benefited students, the school, and the community and should have a status approaching, but below that of, academic subjects in the curricula. (YLB)