Description: Most higher education students engage in family life, in recreational or citizenship activities, or get involved in the social sector while studying. This paper addresses the effects of such extracurricular activities on these students' later labour market entry. The question is: do extracurricular activities influence the graduates' access to employment? Would an influence be observed, what about its nature? Which aspects of the labour market entry process are influenced? And is the observable influence positive or negative? Understanding the effects of extracurricular activity is of interest to students in their strategies of transition from tertiary education to the labour market. This issue is also important to educational and guidance institutions. Given the competition in the higher education market, a better knowledge of what determines the graduates' access to employment might help ensure a marketing argument, i.e. better performance as regards school leavers' access to job. Very few papers have been published so far on this topic in the international academic literature (Eide & Ronan 2001; Tchibozo 2006). In this paper, five types of student extracurricular activities are considered: sports, involvement in students associations, activities in the social sector, citizenship activities and cultural activities. The students' practice is described as regards the duration and intensity of involvement. The context of practice is described too, i.e. whether students practiced solo, with friends, with family, within associations or as clients of service suppliers. And as regards the process of labour market entry, five dimensions are taken into account, i.e. access to job security, access to employment in large firms, occupational status, wages and unemployment. Methodology: The study is based on a survey conducted in France in 2004. Questionnaires were completed by 366 graduates from universities, business schools and polytechnics. The sample is representative of the population of master's degree holders first entering the labour market in France. Data were analysed by means of descriptive then inferential statistics, especially logistic and linear regression models. Regression analysis was used to measure the effects of extracurricular activity types, duration, intensity and context upon labour market entry dimensions. Conclusions: The results obtained show that extracurricular activity has a statistically significant influence on the access to the labour market. Extracurricular activities do not make a difference between graduates who involved and those who did not, but rather within the group of those who involved. The type, duration, intensity and context of practice shape various ways to enter into the labour market. The results suggest extracurriciular strategies for graduates effective school-to-work transition. Implications for educational and guidance institutions are derived.