One of the key characteristics of professions is that they are knowledge based occupational groups. During the last 30-40 years education in the "semi professions" has increasingly been formalised and institutionalised. The extent to which professional knowledge is developed in college in ways that encourage an active learning strategy in occupational life therefore deals with the very heart of professionalism.It may be distinguished between two perspectives on learning: learning as acquisition and learning as participation (Sfard, 1998). The participation perspective has challenged the traditional assumption that knowledge learned in the context of education simply can be transferred to the context of work, but it tends to ignore that learning is not locked into local settings (Guile & Young, 2003). A central argument in the paper is that a greater emphasis on knowledge and learning strategies is needed. Perspectives focusing on how professionals link to more abstract modes of knowledge and get "connected" to knowledge (Nespor, 1994; Smeby, In press) as well as the concept of "wanting structure" (Knorr Cetina, 1997, 2001) may be sound perspectives to overcome the dichotomy between learning as acquisition and participation. Based on these theoretical perspectives the paper examines the extent to which college education encourage beginning professionals' (nurses', teachers' and social workers') strategies for further development of professional knowledge. To what extent do these patterns relate to individual characteristics as academic ability and commitment when they enroll, academic climate at college as well as workplace characteristics?Data are drawn from a longitudinal Database for studies of Recruitment and Qualifications in the Professions in Norway (StudData). The present paper is based on data from students when they enrolled in college (Wave 1), their assessment of instruction, academic climate and learning strategy in their final term (Wave 2) and beginning professionals learning strategy and further professional development about three years after graduation (Wave 3). The data are analyzed by means of linear and logistic regression.Preliminary results indicates that learning strategies developed during college education relates positively to beginning professionals learning strategies (e.g. consulting professional books and journals), while workplace characteristics seem to be of limited importance. This seems to be the case when beginning professionals are confronted with difficult tasks as well as their patterns for further professional development. In other word, the extents to which students get connected to knowledge during college education seem to be of significant importance for their further professional development.Guile, D., & Young, M. (2003). Transfer and transition in vocational education: some theoretical considerations. I: T. Tuomi-Gröhn & Y. Engeström (red.), Between school and work: new perspectives on transfer and boundary crossing (s. 63-81). Amsterdam: Pergamon. Knorr Cetina, K. (1997). Sociality with objects: social relations in postsocial knowledge societies. Theory, Culture & Society, 14(4), 1-30. Knorr Cetina, K. (2001). Objectual practice. I: T. R. Schatzki, K. Knorr Cetina & E. von Savigny (red.), The practice turn in contemporary theory (s. 175-188). London: Routledge. Nespor, J. (1994). Knowledge in motion: space, time and curriculum in undergraduate physics and management. London: Falmer Press. Sfard, A. (1998). On two metaphors for learning and dager of choosing just one. Educational Researcher, 27(2), 4-13. Smeby, J.-C. (In press). Connecting to professional knowledge. Studies in Higher Education. European or international journal eg. Journal of Education and Work