The aim of this paper is to review relevant literature on school to work transitions in the light of relevant learning theories. We identify the range of approaches used in supporting school-to-work transitions for young people aged 14-19 used across Europe (e.g. work experience and work placements, vocational education and training course and qualifications, careers advice and mentoring or vocational project competitions). This typology is then mapped onto a learning theory matrix based on our interpretation of the underpinning explicit and implicit learning theories. We note that from a theoretical standpoint, learning and successful transitions are achieved through participation (e.g. in a ‘community of practice’) and boundary crossing (e.g. experiencing different ‘activity systems’). Our aim is to refine the theories which best delineate the various facets of school-to-work transitions and then with this understanding suggest ways theory can be used to inform approaches to supporting these transitions. Having identified a set of approaches which show the most potential for enabling participation and boundary crossing, we conclude with questions for further investigation such as: what are the possible barriers to taking such programmes and initiatives forward? To what extent do they lend themselves to applicability in other contexts?