A qualitative study examined experiences between mentors and youth apprentices from the standpoint of situated cognition theory. The youth apprenticeship program studied was located in a rural southeastern community. High school youth apprentices worked with adult mentors and management personnel in selected businesses in the fields of business management, automotive mechanics, and computer electronics. Data were collected from the following sources: literature on situated learning; observations of youth apprenticeship programs; interviews with program participants; and analysis of selected program documents. The mentors were found to be using various techniques associated with a cognitive apprenticeship environment, including modeling, coaching, and scaffolding. Mentors were providing apprentices with as many experiences as possible to help them discover/explore all aspects of jobs, gain confidence in their abilities by applying their knowledge, and observe and demonstrate the social skills needed to deal with other employees and customers. Most apprentices found their work experiences challenging and interesting and most felt that their mentors were helping them learn job skills and other important work attitudes and behaviors. It was concluded that more extensive adoption of the instructional techniques used in apprenticeship programs would have positive effects for students, schools, and businesses. (Contains 39 references.) (MN)