The COVID-19 pandemic has had a detrimental impact on many facets of students' successful transitions from secondary into postsecondary education, particularly for students who depend on in-person delivery of content and experience. For many young people, paid work-based learning has historically provided a needed source of income, and its importance has grown as youths and their families have been affected by the unemployment crisis. Moreover, the nature of work itself is changing, and policymakers must ensure that young people have meaningful and equitable access to learning about the world of work. This Policy Brief explores the structural challenges -- both new and old -- that prevent high school students from accessing quality work-based learning and transitioning to postsecondary education and on to the workforce. Drawing on evidence-based approaches and lessons from the field, it presents a set of state policy considerations to expand access to work-based learning experiences. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon "A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era" (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.