This report presents the findings of the first nationwide tracer study conducted in the former Yugoslav Republic of Macedonia. The study was conducted as part of the World Bank's project Skills Development and Innovation Support, within the component focused on developing a Skills Observatory. At the request of the Ministry of Education and Science, the study was supported by the European Training Foundation (ETF). It is an important element in the overall effort to obtain more information on the supply of graduates and to improve matching between labour supply and demand. The aim of the tracer study was to supplement existing knowledge about the skills that graduates of secondary vocational schools (VET schools) and higher education (HE) institutions have to offer, and to learn about the experiences of graduates (2014/15 cohort) in their transition from education to the world of work. It collected and analysed information on the labour market success of graduates, on the adequacy and quality of training and on many other aspects that can help to assess the market orientation of the educational and vocational training system. This kind of knowledge is relatively scarce in the country despite a high unemployment rate of 26.3% in 2015 and a high youth unemployment rate of 47%. A few studies, mainly supported by international donors, have been published in recent years but there is still a lack of sufficient evidence that could aid education (especially VET) and labour market policy making. Moreover, this is the first study to focus on the pathways followed by VET graduates. At a most aggregated level, what has been learned from this first tracer study is that VET and higher education graduates are relatively satisfied with their learning experiences. Most complaints relate to school equipment and opportunities for leisure and sport activities. In addition, graduates show relatively low levels of satisfaction with the support services (for internships and/or employment) provided by the educational institutions. Although internships are mandatory by law, many VET and higher education graduates do not participate in any internships while studying. The transition from education to work does not seem to present a significant problem for graduates, although many of them continue their education further. The structure of the report is as follows. Chapter 1 presents the methodology of the study. Chapter 2 examines the main findings relating to the experiences of VET graduates. Chapter 3 investigates the transition of higher education graduates from education to the labour market (or further education). The last chapter presents conclusions and recommendations, and provides some policy information.