This study sought to identify those factors that facilitate readiness for the transition from high school to work. Using an open-ended interview, the authors obtained narrative data from 17 high school juniors from two diverse school systems. A systematic, discovery-oriented, qualitative analysis strategy revealed that the availability of work-based learning, supportive adults, and an active orientation to the adult world were associated with objective aspects of readiness (work-related skills and planning). In addition, new hypotheses were generated suggesting that becoming "ready" may occur via multiple pathways. Furthermore, the use of resources, whether motivated by anxiety or interest, was associated with clearer transitional plans. Less clearly evident in these findings were those factors that might lead to psychological readiness in terms of optimism and resilience. Implications of these findings are discussed in relation to theory, research, and practice. © 2002 Elsevier Science (USA).
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