This study identified essential attributes of quality education-for-work curriculum and developed a curriculum typology, resulting in a grounded theory. The typology focused on program and classroom levels. Essential attributes were then associated with both levels. The typology contributed to the grounded theory of contextualized education-for-work curriculum involving (1) mutual support among specific curriculum elements, (2) infusion of the elements to enhance learning environments, (3) group or collective participation as a fundamental component of curriculum deliberations, and (4) a systems approach employed to achieve the previous three points. Findings suggest that the development of quality education-for-work curriculum can be enhanced by the identification, integration, and affirmation of specific curriculum attributes within the learning environment. Reprinted from the Journal of Vocational Education Research, Vol. 22, No. 1.