A study examined the impact of student employment on classroom knowledge. During the study, the researcher administered a branching questionnaire to 1,577 juniors and seniors from four high schools in Wisconsin, 59.6 percent of whom were working at the time of the survey and 14.1 percent of whom had worked during the past year. Despite the variations in population, location, and programs that existed among the four schools, the responses of those students surveyed generally did not vary greatly from school to school. The survey data generally confirmed the fact that large numbers of students at all income levels and levels of school achievement were working at part-time jobs during the school year. It appeared that conflicts often arose between teachers' academic priorities and students' choices for work as well as between students' and teachers' views of how work related to school. In general, students did not feel the same conflict between job and school that their teachers expressed on an earlier survey. Many students felt that their teachers were not aware of students' jobs and did not relate course work to them. Since the pressures for students to work are not likely to decrease, educators should seize upon work experiences as teaching opportunities rather than as inhibitors to their ability to teach and to students' ability to learn. (MN)