This action research study sought to understand how advisors and administrators can assist students in making relevant, meaningful connections between work-based learning opportunities and academic learning, so that students gain the actionable knowledge and skills needed to handle real-world challenges. Data was collected in three phases. Cycle 0 consisted of baseline data collection. Cycle 1 included focus group meetings, interviews, and surveys. In Cycle 2, action steps were designed, implemented, and evaluated based on three theoretical perspectives: social constructivism, adult learning theory, and transformative learning theory. There are three primary findings for this study that can help to enhance the student's experience during work-based learning opportunities. The study highlighted important aspects of the framework, collaborative relationships, mentoring, inclusion, social justice, and training that are required for effective work-based learning opportunities. Based on this action research, this study provides insights on how organizations can incorporate best practices in fostering work-based opportunities that can enhance academic learning. [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.]