Part-time employment (PTE) among adolescents during their studies is an increasingly common social phenomenon in North America. However, how much do we know about its short and long term impacts on students’ scholastic and psychosocial adjustment between the middle and end of their secondary school studies? In the framework of a Québec study, standardized questionnaires were completed by students in the third, fourth and fifth years of secondary school in terms of daily problems, (Plancherel et al., 1997), adaptive strategies (Frydenberg et al., 1993), psychopathological problems (Achenbach, 1991), self esteem (Rosenberg, 1965), optimism (Scheier et al., 1985), autonomy (Greenberger et al., 1974) and part-time work (The Québec ministry of education’s adaptation (MÉQ), 1994). The students’ math and French marks, as well as their overall results were also collected. Globally, the results reveal that PTE while attending school is a risk factor for school adjustment for students in secondary three and four working more than eleven hours per week, but not for those in the same category in secondary 5. However, no real costs associated to PTE were observed on the psychosocial adjustment of adolescents in any of the three school cycles. Other analyses indicate that having a part time job in secondary three does not allow a prediction to be made about the severity of daily problems, personal resources, marks, and interiorized and exteriorized behaviours measured in secondary four, with the exception of adaptive productive and social strategies evaluated in secondary five. The conclusion emphasizes the importance of strengthening each student’s protection factors so they can to deal more effectively with the workstudy combination.