Alumnae of Alverno College were studied to determine how they were learning to learn at work, how they describe lifelong learning, and what factors promote transfer of learning to professional performance and careering after college. Interviews were conducted with 32 alumnae, and questionnaires were administered to 56 alumnae and 63 seniors. Interview analysis indicated that continuation of learning was a positive value, was part of developing competence in the job role, and was valued as intrinsically rewarding. Complex abilities especially important for new job roles were interpersonal abilities learned in college. Reasoning abilities such as analysis, problem-solving, decision-making, planning, and organization also transferred to work. Most respondents viewed work through some concept of careering, looking beyond the present job to a professional future. The cross-sectional questionnaire results revealed that seniors expect to work after college; 96 percent of alumnae sought work, 92 percent succeeded, and 89 percent found work directly related to their college major. Alumnae attributed more importance to educational goals than did graduating seniors. Older alumnae viewed analysis and self-directed learning as more important than did other groups. The study instruments are appended. (Author/SW)