This document, which is based on 3 years of research on 14 school-to-work programs across the United States, outlines pedagogical strategies for work-based learning. Pedagogy is defined as the organization of the social activities, organizational structures, and cultural practices by which newcomers, such as student interns, come to acquire and engage that knowledge. Presented is a brief description of the research methodology, which was designed to identify successful pedagogical strategies for work-based learning in different types of workplaces. A framework through which educators can analyze the pedagogy of particular work contexts is presented and illustrated through the examples of a student intern at a veterinary hospital and a student intern at a hotel housekeeping office. The examples are discussed in terms of the following pedagogical strategies: front-loaded instruction; on-the-job training; just-in-time instruction; back-loaded instruction; mutual self-instruction; laissez-faire (sink-or-swim instruction); and observation. The various pedagogical tactics that can be used within each strategy are listed and considered in the context of the two student interns. The final section explains how the following school-based pedagogical strategies can support work-based learning: (1) journals; (2) learning plans; (3) internship classes or seminars; and (4) final papers, projects, and presentations. (MN)