This qualitative narrative inquiry aimed to learn about the experiences associated with adapting to post-secondary life when students graduate from high school with work-related skills. A narrative inquiry was used to interview graduates who participated in a work-based learning program while attending a public high school in the coastal Northeast region. The study was based on three research inquiries that explored participant narratives through temporality, sociality, and spatiality to understand their work-based learning experiences. The sampling technique employed a combination of purposive sampling and snowball sampling methodologies. Four public graduates shared their high school work-based learning experiences through in-depth interviews. The data analysis used an interpretive strategy and uncovered three emerging themes: communication and real-world experience, cultural awareness, networking and career exploration, and self-discovery. The results of this study provided empirical evidence for suggestions to leaders and educators within public school districts to actively promote work-based learning programs for all students. The findings further underscored the significance of work-based learning programs to help students acquire the essential work skills necessary for success in their future careers and make informed decisions about post-secondary education. [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.]