A study evaluated implementation of the California school-to-career initiative (STC) and its influence on student outcomes. It attempted to collect data from all local partnerships (LPs) receiving federal funding under the School-to-Work Opportunities Act. Findings with respect to implementation indicated many schools offered career development activities; coordination across K-12 was not found; teachers and administrators generally held positive views about STC, but felt STC-related professional development opportunities should be more frequent and extensive; curriculum integration of academic and career-related learning occurred in a substantial number of high schools, but was not widespread in elementary and junior high/middle schools; and STC drove changes in curriculum and graduation requirements. With regard to connections with key partners, LPs reported employer involvement in STC as fairly common, very limited involvement by labor organizations, some involvement with community-based organizations, and significant connections with postsecondary institutions. STC students displayed more positive attitudes about school experiences and the future, better academic performance, and higher postsecondary enrollment rates. STC's most significant contribution to systemic change was a clear shift toward greater focus on career awareness as a key element of the education experience. Findings did not support sustainability of a comprehensive STC system in California, but some elements are likely to continue. (YLB)