This study sought to determine if the work ethic attributes and career maturity of economically disadvantaged youth in Workforce Investment Act Summer Youth Activities was affected by participation in the program. Social Cognitive Career Theory provided the theoretical framework for the study. The participants for this study included 41 students who were placed on jobs in the community and 24 students who were assigned to an occupational-based classroom program. Work ethic attributes were measured using the Occupational Work Ethic Inventory. These attributes were defined as consisting of interpersonal skills, initiative, and being dependable. Based on the mean score from the OWEI, both groups indicated their work attributes of interpersonal skills, initiative, and dependability, as usually or almost always descriptive of them. Career maturity was measured using the Career Maturity Inventory. Findings on the test administered after participation differed from pretest scores. Results for the OWEI interpersonal skills and dependability subscales indicated statistically significant differences of practical significance. A comparison of the career maturity of participants in work-based employment to the participants of classroom-based experiences as measured by the CMI Attitude scale and Competence test indicated statistically significant differences of practical importance existed between the two groups.