Understanding the dynamics of school-to-work transition processes is of major interest for individuals involved in these processes, for guidance and counselling institutions, and for education policy. This knowledge is particularly important in order to assess the relevance of education inequality correction policies implemented in most countries of the European Union. On the basis of surveys of the school-to-work transition of university graduates conducted in France, this article demonstrates that transitional processes are governed by various dynamics (chaotic, determinist and stochastic). The article concludes that individual strategy and public policy as well as guidance and counselling should be adapted according to the nature of the transitional processes in which individuals are involved.