Description: Practice related teaching that is the topic of the paper means that the teacher relates the theoretical school-based parts of the programmes to the practice and professions that the apprentices are qualifying for.The objective of the study has been formulated in the following research question: Which kinds of practice related teaching lead to which kind of outcome for whom?The purpose is to improve the apprentices' outcome of the VET-programmes. Knowledge about what works for whom is of great value in programmes where the participants constitute a heterogeneous group that have often suffered defeats in academic oriented book learning. The core concepts of the project is 'practice related teaching' and 'outcome', the latter comprising the apprentices' learning outcome and their perception of the relevance of theory. The theoretical framework is used to define 'practice related teaching'. The study includes a number of different professions and in order to understand that the relation between theory and practice differ according to the current profession (Aarkrog 2003), Jack Mezirow's distinction between instrumental and communicative learning is used to distinguish practice situations where the objective is to handle things and practice situations where the objective is human interaction. Another way of looking at practice is to study the practitioner's influence on the tasks and methods to be used in his or her job. To estimate the degree of influence Per-Erik Ellström's distinction between adaptive learning and developmental learning has been applied (Ellström 2001). The definition of 'related' draws on theories about and research into transfer in which the core issue is the ability to relate general knowledge to specific situations (Judd 1908). Literature shows that that in order to be able to transfer theoretical knowledge, e.g. a principle to new and unknown situations one should have understood the principle in a way that loosens it from specific situations (Bruner 1970; Chi and Bassok 1989; Stark 2000). Different practice situations lead to different forms of transformation of knowledge and the distinction is made theory as a tool for performing in practice (application) or used as interpretation of practice (Eraut 1994).As concerns 'teaching' the apprentice may learn theory through performing in practice (inductive method) or they may learn theory in order to apply it in practice (deductive). To describe the apprentices' learning outcome a taxonomy (beginner, routine and advanced levels) is being used in the curricula of the programmes and is accordingly used in this project in combination with Per-Erik Ellström's taxonomy for vocational competences (Ellström 1992). Methodology: A quasi experimental design is applied in which two courses (mathematics, chemistry or language) are compared. The two sequences should have the same learning objectives and length (between three days and three weeks), and the two groups of apprentices should share the same characteristics. The two courses should only differ as concerns the teaching methods (Inductive and deductive). The empirical study includes 12 experiments, i.e. 24 courses. Conclusions: The expected outcome is to find out whether thefollowing assumptions are correct:Trainees who are taught theory according to the inductive principle are more likely to perceive the relevance of the theory than trainees who are taught theory according to de deductive principle.As the trainees proceed through the VET programme the correlation between the trainees' perception of the relevance of the theory and the application of the inductive principle in the theoretical training becomes less significant.Trainees who are taught theory according to the deductive principle are better at transferring knowledge to new situations than are trainees who are taught theory according to the inductive principle.