High-achieving students can choose amongst four options in the transition form lower to upper secondary education in Switzerland: (i) general education (-> academic matura), (ii) specialized middle-school (-> vocational matura), (iii) apprenticeship without or (iv) with a vocational matu-ra. 26% of all adolescents enroll in a general education, 74% in a VET program (SBFI, 2013). This paper discusses the adolescents’ motivation to start an apprenticeship with a vocational matura. It is a major decision, as it imposes higher workload and more obligations than any other option. But, it offers also a direct access to Universities of Applied Sciences. The study is embedded in the expectancy-value theory of achievement motivation of Jacquelynne Eccles. Little is known why adolescents opt for an apprenticeship with a vocational matura. This study does not only confirm the utility of the proposed theoretical model. It also shows how important resources and personal factors shape the values and expectations. Important findings were that the visibility, support by the companies and the individual reflection play all an important role in this decision process by determining the value. Further details, results and implications of this study will be presented.