If students are undertaking a work experience, it means a leaving their everyday life at school and their assumed role as a student in the save world that the school environment provides. The usual school day is abandoned and they must integrate at the learning place from the corporation. The reflexive mangement of new situations will be a challange for the students and their own stock of knowledge could be partly questioned. Because of this, the aim of this master thesis is to find out which criteria the students have to pass, when they are moving from school to the corporation and again back to school and how they can be supported by the teachers. Another aim is to show, how work experience is included in the new business college curriculum 2014 and demonstrate their intentions and aims. In addition to, on how students can be supported while teaching in school will be presented because they should deal critically with their experiences and challenges from work experience. At the beginning of this master thesis work experience these topics will be defined and their various types will be discussed. On the one hand, the change between community of practice as a learning place of school and a learning place of corporation by referring to the activity systems will be discussed. On the other hand, it will be shown how students overcome their challenges, which can be distinguished in sociocultural and institutional boundaries. Another topic is, to discuss the possible recommendations within the preparation-, implementation- and post-processing phases of work experience and selected methods for mentoring the students by the teachers will be presented. Finally, there is an outlook about the possible recommendations for further content and research.