The aim of this paper is to establish the emphasis on the work role of high school students and identify the determinants of their impact in relation to other life roles. A total of 937 students in their final year of secondary school participated in the research, of which 630 were girls and 307 were boys. From the total number, 308 were high school (gymnasium) students and 629 were from vocational secondary schools. For the purpose of this study, a shortened version of the Salience Inventory questionnaire was used for the first time, which measures role salience: learning and work, family and home, and leisure time. A shortened version of the V-questionnaire for the measurement of work values and measurement of school success, socioeconomic status and behavioural and verbal parental support for career development was used. The data were obtained as part of the project Vocational Development in Adolescence: Setting the Adolescent Career Transition Model. The results show that the most prominent role for the students in their final year of secondary school is free time while the least emphasized in learning and work. Role salience for learning and work is moderately determined by set predictor variables describing 33,5% of total variance. Individuals who have good school success and with higher self-actualisation, social, and adventurouse values will have a more salient learning and work role. Role salience for family and home was also moderately described by included predictors which explained 39,3% of its variance. Adolescents who find social and adventurouse values of biggest importance, who have parental support in career development and females, will have a more emphasized family and home role. Lastly, the importance the leisure time role is poorly determined by the included predictor variables (only 15.3% of explained variance). Adolescents who are more prone to adventurouse orientation, higher level of education, and lower school success will have an emphasised leisure time role. The obtained findings enable for a better understanding of the role of workforce among high school students and provides guidelines for new approaches to professional counselling of high school students.