This study describes the experience of younger, so called "emerging" adults, as they transition to full-time work, focusing specifically on the role of education in this process. When leaving their family-of-origin, emerging adults re-center themselves to settle down in permanent identity and different role commitments. Our findings show that the weakening of institutional ties (like school) underlies the critical stage of emerging adulthood, particularly for the non-college bound group. Education functions, however, as an avenue to upper levels of work as the non-college bound group come to grips with the challenge of obtaining good jobs. The process of job exploration and self-identification differentiates the stage of emerging adulthood from other stages in the life-span perspective, especially for those from low socioeconomic family. In light of this, strategies to strengthen job exploration and self-identity through the education system are proposed. (Contains 1 table.)