Using previously unanalysed data from a lost study--the "Adjustment of Young Workers to Work Situations" and "Adult Roles" (1962-1964)--and data from a subsequent restudy, this paper contributes to debates on vocational education by examining three themes. First, the methodological issues raised by undertaking a restudy are discussed. Second, the young workers' initial workplace learning experiences in the 1960s are examined with an emphasis on commitment to learning and training. Third, links between initial training experiences and the subsequent learning experiences in later careers are explored. We conclude that high levels of commitment to workplace learning were evident throughout the life-course of this group. However, significantly, this commitment existed only when the training available was on-the-job and the links between learning and working practice were clear. Formal learning opportunities were deemed unimportant and seen as existing for the benefit of the employer, not the employee. (Contains 3 notes.)