This research was motivated by the desire to better understand the ways in which schools and companies complement each other in the education of students and to identify how the context prevailing in the workplace can improve student's learnings during their internships. That is why I am proposing an analysis of the evolution of the learnings acquired by vocational education students who complete two internships as part of earning their Diploma of Vocational Education and Training (VET). The theoretical framework has been enriched by the research of Lave and Wenger (1991) and of Guile and Young (1999; 2003). Furthermore, it draws inspiration from the research of Griffiths and Guile (2004), which explains the theoretical aspects of the "connective model" while also prompting a reappraisal of the quality of students' learnings during their experience in the workplace. In addition, the research of Billett, Barker and Hernon-Tinning (2004), along with that of Moore (2004), has contributed to the longitudinal analysis of students and their learning process over the course of internships. Billett's (2000; 2001) analyses have also provided a framework with which to identify and analyze work-based learning practices.Methodologically speaking, the research focuses on identifying the students' learning experience proper with a view to studying the progression in the complexity of their work-based learning from the beginning to the end of their studies. These learning experiences are inferred from the processes used by students, with varying degrees of outside assistance, to resolve problems encountered in the production-related tasks entrusted to them. The findings to be discussed in the proposed paper have developed out of two professional education programs: Computing Support and Automotive Body Repair. The data were gathered during from semi-structured interviews conducted with 10 students in each program and with the company mentor who supervised each student's final internship. The students took part in work-based learning lasting 12 to 14 weeks. They were interviewed three times - that is, after each month of internship. A portion of these interviews was recorded in the workplace, with the remainder being recorded at the school. The mentors were interviewed shortly following our final interview with the mentors' assigned interns.Qualitative analysis was performed with the objective of reconstructing the evolution of each intern's participation in his/her workplace, by considering such factors as: the diversity and complexity of his/her production tasks; autonomy; capacity to rely on company resources when solving problems; his/her integration into the workplace; and his/her effective contribution to the company's productive activities. The evolution in each student's learnings is inferred from the pairing or comparison of his/her reflections, as gathered during the three interviews, with the mentor's views concerning this intern's production tasks and the quality of his/her participation in the company's activities. The mentor's reflections are also intended to serve in identifying the methods used to supervise the intern and to situate the intern's education within the company's training policy. The proposed paper will give priority to analyzing the evolution of the work-based learnings of several interns, who will be chosen with a view to distinguishing the main learning paths in relation to the actual learnings acquired by the interns and the quality of their participation in the workplace. Reference :Billett, S. (2000). Guided learning at work. Journal of Workplace Learning, 12(7), 272-285.Billett, S. (2001). Learning through work: workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214.Billett, S., Barker, M., & Hernon-Tinning, B. (2004). Participatory practices at work. Pedagogy, Culture and Society, 12(2), 233-257.Griffiths, T., & Guile, D. (2004). Learning through work experience for the knowledge economy. Tessaloniki(Pylea): European Centre for the Development of Vocational Trainning.Guile, D., & Young, M. (1999). Beyond the institution of apprenticeship: Towards a social theory of learning as the production of knowledge. P. Ainley, & H. Rainbird (Eds), Apprenticeship. Towards a new paradigm of learning (pp. 111-128). London: Kogan Page.Guile, D., & Young, M. (2003). Transfer and transition in vocational education: Some theoretical considerations. T. Tuomi-Gröhn, & U. Engeström (Eds), Between school and work: New perspectives on transfer and boundary-crossing (pp. 63-81). London: Elsevier Science.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Moore, D. T. (2004). Curriculum at work. An educational perspective on the workplace as a learning environment. The Journal of Workplace Learning, 16(6), 325- 340.