Background: Work-based learning strategies are often used in secondary transition settings to identify a student's strengths and interest related to competitive integrated employment. Transition professionals must not only understand evidence-based practices for creating and supporting work-based learning, they must also understand specific statutory provisions outlined in the Fair Labor Standards Act (FLSA). Objective: This article provides a targeted review of the FLSA to highlight specific provisions that transition professionals must understand when facilitating work-based learning activities in secondary transition settings. Conclusions: The article will conclude with specific recommendations about how to implement and supervise work-based learning in compliance with the FLSA.