Over the last decade there has been a steady growth of work related initiatives in education which have more latterly involved primary schools. There is, however, no clear evidence as to the impact these have made on teachers working with young children. Casual observation would suggest that work-related education remains peripheral in many primary schools and appears to be fragmented even when visible. The reasons for this are unclear but there are indications that certain pressures upon schools along with particular perspectives of teachers and industrialists have proved influential to the decision This study aims to determine what has motivated certain primary school teachers who are positively biased to embark upon work-related education and to ascertain the factors that have informed their views. It also seeks to discover why these teachers feel this aspect of work is important and what they hope to achieve from the activities in which they engage. At the same time the study enquires into the view of industrialists relating to work-related education in primary schools; explores what efforts are being made in this field; and aims to establish what industrialists hope to achieve. The study reveals that the greatest motivation for teachers involved in this study to engage in workrelated education is to prepare young people for life in a rapidly changing world. A positive link is exhibited between teachers who engage in work-related activities and their personal experience of business or industry. It is also revealed that industry, as represented by some of the large corporations, perceive links with primary schools to be essential. These links are, however, less common than links with secondary schools. A lack of some common understanding between educationalists and industrialists as to the outcomes of such endeavours is also disclosed. These points are discussed and a plan of action is offered.