The perspectives of graduates offer a valuable source of understanding for educators and policy-makers on how to ensure high quality educational pathways that prepare all students for work and college. Based on in-depth interviews with graduates from three Boston Public Schools with well-established performance-based assessment systems, the study analyzes graduates' preparation for future academic, professional, and personal endeavors. First, graduates describe the process of learning from performance assessment, defined as assignments that measure how a student uses knowledge and complex skills to create or refine an original product using multiple steps over time. Next, they reflect on the ways their learning prepared them for future schooling or work and the areas in which they faced challenges. Overall, despite a few challenge areas, graduates who were interviewed say the study schools' performance assessment systems contributed to their success in college and in the world of work. Performance assessments helped students who participated in the study to discover their own learning styles, to learn academic content and skills, and to develop critical thinking, communication, and real world skills. Appended are: (1) Methods; (2) Interview Protocol; (3) School Characteristics and Sample Demographics; and (4) About the Study Schools and the Center for Collaborative Education. (Contains 4 tables, 7 charts, 1 diagram, 4 boxes and 24 footnotes.)