This study provides a foundational review of work-based learning (WBL) opportunities offered by colleges and universities to students in higher education cybersecurity (CS) programs in the United States, with the goal of mapping the WBL practices across institutional and program contexts. Integrating WBL into CS curricula is widely recognized as an effective way to strengthen essential skills and address employer concerns about the gap between academic preparation and labor market needs. We first outline the characteristics of institutions and CS programs offering WBL. Next, we examine the range of WBL experiences designed to enhance students’ professional competencies. Finally, we explore characteristics of the partnerships between higher education and industry that support these initiatives. Using a status survey approach, we collected responses from 92 higher education institutions offering CS programs. We analyzed the data using descriptive statistics and linear regression models to explore patterns of association between the type and number of WBL opportunities available to students, institutional characteristics related to the total number of WBL offerings, and program features associated with WBL intensity across Awareness, Exploration, and Direct Experience levels of intensity. Findings reveal a diverse array of WBL opportunities, with notable growth across credential levels. Notably, certificates and associate degrees place particular emphasis on WBL. Both institutional characteristics and program features explain, albeit partially, the number of WBL opportunities implemented and the intensity levels of those WBL. However, results also indicate an ambivalent connection to employers, despite their critical role in providing hands-on, problem-solving experiences. Based on these insights, we recommend expanding WBL beyond internships, strengthening institutional–industry partnerships, and fostering employer engagement through structured WBL collaboration models. These strategies aim to improve workforce readiness and create a more inclusive, scalable system of experiential learning in cybersecurity education.

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We examined the impact of secondary Career and Technical Education (CTE) credit-taking on students attaining full-time employment following graduation from high school in the United States, and whether such credit-taking impacted students entering employment in a related field. We focused on occupational programs, and we used four levels of CTE credit-taking (Aliaga, 2023). Similarly, we examined the impact of job-related school strategies on full-time employment and working in a related field. This study was conducted using data from the United States High School Longitudinal Study of 2009. We found that different levels of CTE credit-taking do predict working full-time after school, depending on the occupational program, and they also predict working in a related field.