For youth with disabilities, transitioning from school to work and adult life often means overcoming multiple social, academic, and environmental constraints that may present as roadblocks to meeting society's expectations of 'successful transition' (Lehman, Clark, Bullis, Rinkin, & Castellanos, 2002). According to the United States Department of Labor (2014), the employment rate for youth with disabilities between the ages of 16 and 19 was 16.6% and the employment rate of 16-19-year-old youth without disabilities was 29.9%. In total, that is a 13.3% difference in the rate of employment for youth with disabilities compared to youth without disabilities of the same age. Further, the employment rate of youth with disabilities between the ages of 20 and 24 was 31.6% while the employment rate of youth without disabilities of the same age was 65.0% which is a difference of 33.4% between 20-24-year-old youth with and without disabilities. A gap remains when comparing youth with disabilities to the general youth population on factors such as high school graduation rates, readiness for the world of work, post-secondary education participation, employment rates, wages, and poverty levels (Turner, 2007). Further, a lack of alignment of the employer needs and expectations from employers is a shortcoming that is frequently encountered in the transition process (Rutkowski, Daston, Van Kuiken, & Riehle, 2006). To address the unemployment gap, work-based learning has been deemed an opportunity for youth with disabilities to apply academic and vocational skills and knowledge to real work situations as they develop the attitudes, values, problem solving skills, and behaviors that will help them in their transition from school to the world of work and adult life (Burgstahler, 2001). This study was conducted using qualitative methods to explore and describe employer perceptions of work-based learning in order to develop a conceptual model of work-based learning for youth with disabilities. Interviews were conducted with eight participants who were currently or previously involved in participating in a work-based learning program for youth with disabilities in the Lansing, Michigan area. Data for the current study was collected using semi-structured interviews that were done face-to-face with participants. The results of the study stress how employers describe work-based learning; and what factors do employers believe are important in the successful execution of a work-based learning program for youth with disabilities. From the results, participant's responses were coded into five major themes: role of employer, critical factors, key stakeholders, targeted program outcomes, and challenges to program implementation. Additionally, a conceptual model emerged from the results of the study to help describe employers' perceptions on work-based learning programs for youth with disabilities. Implications for practice, policy, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]