The purpose of this qualitative study is to enhance understanding of how work-based learning can improve the soft skills of students at a technical and vocational education and training (TVET) institution in Jamaica. The drive for this research stemmed from the need to address the gap between academic preparation and workplace expectations to produce work-ready graduates. Data was collected through semi-structured interviews. Four key themes emerged: evaluation, soft skills development, mentorship, and evaluation/progress assessment. The framework incorporated the constructivist learning theory, experiential learning theory, and mentorship. The study highlighted aspects of industry collaboration and self-reflection that are required for work-based learning opportunities. Among the recommendations from the study is the need for the industry and higher education institutions to work together in preparing students for future employment. Other recommendations from the study were: the need for a more detailed study, research global perspectives on the subject matter, the appointment of a work-based learning coordinator, the provision of a stipend for students on work-based learning programs, and research to include other industries that are not hospitality focused. The findings indicated that there is a consensus among students, institution-based supervisors, and industry-based supervisors on the positive impact of work-based learning on the development of students' soft skills.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]