Description: The paper discusses the models of work-related learning produced in Finnish polytechnics taking into account the views of students and employers. The objective of the paper is to outline discrepancies and congruences in the views of different actors participating in building work-related learning. First, the variety of models is described on the basis of thematic interviews completed in 2002-2003. In analysing the thematic interviews the focus was on looking for features of connectivity in the models produced by the polytechnics for work-related learning. The concept of connectivity referred to is presented in Guile & Griffiths 2001 and Griffiths & Guile 2003. In addition, the views presented by Billett 2002, Hager 2004, Illeris 2004 and Fuller & Unwin 2003, in particular, guided building the holistic model on the basis of the data. Secondly, the completion of the model is studied from students´ and employers´ point of view on the basis of surveys. The surveys were carried out in 2005. The survey on polytechnic and university students shows how students see the meaning of work-based learning and how they evaluate the depth of guidance they have received with respect to connectivity. In addition it allows comparison of the two institutions of Finnish higher education, universities and polytechnics. A different survey conducted among workplace supervisors reveals the priorities of the group as providers of guidance and support for the student, what kind of organisation they prefer from the polytechnic´s perspective, how the workplace benefits from trainees and how they see their own guidance and its goals. Furthermore it is analysed whether these priorities correlate with the employer´s general personnel development plans. Statistical analysis of the surveys is in process. Methodology: The description of models for work-related learning is based on thematic interviews with 28 teachers in five polytechnics. The bachelor´s programmes focused on are those in the social services, business administration and engineering. Thematic interviews were completed in 2002-2003. Theory-driven content analysis led to a holistic model of workplace learning as a process. In the model the different phases of the process are pictured as continua.Both the surveys presented in the paper, i.e. the survey of polytechnic and university students (N= 4000) and the survey of workplace supervisors (n=290) relate to similar bachelor programmes as the thematic interviews. They are analysed using ordinary statistical methods. Conclusions: The views of the different actors participating in building work-related learning significantly affect the context of work-related learning. Therefore making their views visible and working with those actors should be taken as a priority in order to improve the models in practice. While polytechnics are expected to work as spearheads of innovation in the regional economies, their cooperation with workplaces supplies the context where building the basis for innovation takes place. Students´ work-related learning is only one albeit central component in this cooperative process.