This study presents a new definition of key qualifications related to occupations based on an extensive literature search. The empirical aspect of this study describes a Delphi study focused on policy where a number of key qualifications were operationalized for three selected jobs: commercial employee at a bank, claims assessor or acceptor at an insurance company, and service mechanic. Definitions were subsequently commented on by experts from education and work in the Netherlands. Key qualifications appear to be important to enable employees who have recently started work to perform efficiently. Although, as Dutch experts believe, vocational education may play an important role in the acquisition of key qualifications, a process of lifelong learning during an employee's career is necessary to develop these further. Nontraditional instructional methods, such as project education and problem-directed education, as well as practical learning and confrontation with key problems of an occupation are especially suitable for the acquisition of key qualifications in vocational education. (Contains 2 tables, 1 figure, and 10 endnotes.)