Work-based learning (WBL) has been sought as a strategy to produce better equipped graduates to enter the workforce. This quantitative, quasi-experimental study used Liptak's Career Planning Scale to examine differences that existed between community college student and alumni completion of WBL through enrollment in a Work Experience class and explored associations between a collection of predictor variables and career maturity as well as its sub scales. A chi-square test of independence produced a statistically significant finding, suggesting that females at the institution were slightly more likely to enroll in a Work Experience class than males. Another chi-square test of independence resulted in a non-significant finding, implying there was no difference in enrollment in a Work Experience class based upon race/ethnicity for non-White and White student and alumni respondents. Lastly, six separate multiple regression analyses were conducted to determine whether selected variables predicted individual CPS Sub-Scale measuring career maturity by gender, race/ethnicity, number of work experience hours completed, status, age, and years of work history. The model of predictor variables explained a statistically significant proportion of variance in the individual CPS Sub Scales "Knowledge of the World of Work," "Self-Knowledge," and "Career Implementation." Conversely, the model of predictor variables did not predict a statistically significant proportion of variance for the CPS Sub Scales of "Knowledge of Occupations," "Career Decision-Making," and "Career Planning." The findings confirm that career maturity is a complex construct, with literature supporting continued offering of Work Experience courses and activities across all phases of career planning. [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.]