Promoting lifelong learning in connection to work is an important policy objective. Dual training is popular. It is an important policy objective, both national and European (Lisbon-agreements). The fact that there is both learning in school and leaning in practice in a course does not necessarily mean that there is also a close and effective connection between formal and informal learning (Onstenk, 2003). Regional colleges for VET strive for a broader target group of adults, non-qualified school leavers and company training. Actual participation of Regional VET colleges in life long learning and company training is very limited, although the number of adult students is growing rapidly, especially in the apprenticeship learning trajectories. There are large differences between sectors and regions.In learning trajectories for working as well as for unemployed adults, it is important that informal learning in the workplace is recognised, stimulated and integrated in courses leading to recognised qualifications. Apart from a modest use of APL (assessment of prior learning), this element has hardly been studied as core element in offering qualification oriented training for adult workers. Notwithstanding a whole range of research showing that informal learning in the workplace is a very important element in developing expertise in all fields (i.e. Eraut, 2003) and that connecting learning in school and work is not easy (Guile & Griffiths, 2003).The paper reports results of a research project that analyses new and creative ways of connecting learning and working. The project aims for adults without a starting qualification and unemployed. It was started by Cinop in 2006, in cooperation with schools and national bodies. The research focusses on the way students/workers are supported in work based learning and in connecting school and work based learning in learning trajectories: content, organisational, guidance. We are focussing on organised learning processes that take into account spontaneous learning in actual work sites. The school part is done by Regional Colleges in order to get certification and recognised qualifications. The research is done in close cooperation with schools and national bodies and is design and development oriented. Six cases (good practices) in different occupations were studied. Project managers, teachers, company trainers and students were interviewed, using a semi-structured interview scheme. Detailed data are collected with regard to the content, quality and processes of work based learning and the integration of learning in work and school.Results show interesting examples of tailor made courses, making optimnal use of learning possibilities in the workplace and delivering theory classes in companies. A range of organisational, content and personal issues wre riased, as well as the importance of supporting students in actively looking for and establishing of connections. Still, it could be concluded that VET schools often have a hard time connecting formal and informal learning. They can design practice assignments to be done in the work place, but are often not able or willing to adapt and connect theory lessons to actual learning possibilities and experiences in the regular workplace. Often companies prove to be more flexible than schools.Eraut, M. (2003). Transfer of knowledge between education and the workplace. In H.P.A. Boshuizen, Expertise development: the transition between school and work. Heerlen: Open Universiteit Maastricht Guile, D. & Griffiths, T. (2003). A Connective Model of Learning: the implications for work process knowledge. European Educational Research Journal, 2(1), 56-73. Onstenk, Jeroen (2003). Werkplekleren in de beroepsonderwijskolom. Onderwijsraad: Den Haag.European journal