The face of the workforce is rapidly changing. Technological advances mean that jobs previously serving as major drivers of the world’s economy are now fully automated. Furthermore, the automatization of many common work activities means that those currently entering the workforce require a different set of skills than those entering the workforce of the 20th century. As such, there is a need to redefine what it means to be “ready to work.” This has led to a major reboot, with new research, applied, and policy questions: How do we define and measure work readiness? How should we prepare students for the workforce? And how can we bridge gaps between college and workforce readiness? A key to reconsidering workforce readiness is placing greater emphasis on measuring and developing noncognitive or “21st century” skills, such as teamwork, creativity, and persistence, and focusing more attention on fostering activities that engage, prepare, and advance students for the future. This volume brings together some of the world’s cutting-edge workforce readiness researchers from the fields of industrial/organizational, educational, and personality psychology to tackle these disparate issues. It concludes with a summary of what has been learned and a set of recommendations for educators, researchers, and policymakers to move the field forward. These recommendations represent a crucial first step to “building better students,” who will truly be ready to work.