Prominent school-to-work observers see a close connection between service-learning and school-to-work programs. Major components of service-learning are as follows: active student participation, thoughtfully organized experiences, focus on community needs and school/community coordination, academic curriculum integration, structured time for reflection, opportunities for application of skills and knowledge, extended learning opportunities, and development of a sense of caring for others. The basic components of school-to-work transition include the following: school-based learning, work-based learning, and connecting activities to coordinate involvement of employers, schools, and students. The reality and importance of both paid and unpaid work in school-to-work transition have been recognized. Both approaches have much in common: contextualize student learning; provide environments in which students can develop various skills and competencies; have the potential to address such weaknesses as the lack of relevance of the curriculum or school experience; motivate students to want to learn; both can build meaningful community partnerships; and focus on outcomes as a measurement of acquired skills and knowledge. Differences exist in goals, beneficiaries, payments, and focus. Key issues in linking the two remain to be resolved: differences in terminology and conceptual focus; teacher professional development; community awareness; states' need for guidance; and the question of compensation. (YLB)