Purpose – This paper aims to describe an instructional study of three cases of work-based education students (in co-operative education in Canada), described by their teachers as ranging from high achieving to low achieving. Design/methodology/approach – The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings. Findings – The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended. Originality/value – The paper provides useful information on enhancing their workplace learning among work-based education students. © 2007, Emerald Group Publishing Limited
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