In order to help students in universities/colleges of technology close the education-employment gaps, Taiwan’s educational authorities promoted workplace-learning programs. However, what are the success factors and problems encountered? This article reaches three defined conclusions: 1) student can internalize knowledge and skills over time, and apply them to workplace except for improving performance; 2) student can develop initiative characters, improve innovation, and even activate industries to think with novel ideas; 3) and, the lacking earnest attitude as well as deficiency of communication ability affect the performance which should be. Following with these conclusions, three recommendations are offered: 1) it would be proper to strengthen student’s professional intellect for future development; 2) it would be proper to strengthen student’s vocational capability in practice, including individual personality; 3) and, it would be proper to offer related testing or scaling tools to help student get awareness and thus upgrade their attitude during workplace-learning.