Contextual action theory was used to frame an exploratory qualitative study of young adult couples' experiences of transitioning from post-secondary education into the labor force, addressing the specific research question ''What kinds of projects for future work and life together do young adult couples jointly construct and pursue as they transition from post-secondary education into the labor force?'' The sample consisted of 18 pairs of young adults (age M = 25.7, SD = 2.7) from Western Canada, who self-described as being in a committed relationship with each other. Using the action project method, data were collected using interviews, observation of conversations, and self-report journals. A consensus-based, hermeneutic analysis strategy, grounded in the principles of action theory, was used to address the research question, with analyses being conducted first for each couple, and then across the entire sample. Couples constructed a variety of different transition projects, including (a) pursuing future occupational and educational plans, (b) balancing multiple priorities, (c) deciding where to live, (d) progressing in the relationship, and (e) joining lives together. Most made substantial progress in pursuing their projects over time. Couples' project-related actions and goals were also found to be motivated by an overarching desire to support each other during the transition to work, and constrained by their financial circumstances.