It is time to redefine the principle of “learning to do” by adapting functional knowledge and competencies that are compulsions for 21st-century global citizens to thrive and prosper. There is a huge body of research on the policy perspective of the need for work-integrated learning. At the same time, there is a shortage of research pieces of evidence on what kind of learning design should be adapted in mainstreaming work integration at the secondary level of schooling. This study examines the deep perspective of pedagogy of learning design while integrating work with mainstream subjects from the viewpoint of teacher and student. The present research is a qualitative study which has adopted an exploratory research design. To probe more deeply into conceptual ideas on a specific theme, the data was collected through the Focus Group Discussion (FGD) of 21 practicing secondary school teachers divided into two groups. The FGD in this research followed a standard protocol with eight lead questions. Teachers across the discipline have agreed that despite some critical challenges, integration of work experience with mainstream subjects is the need of the time as envisaged in the policy discourse. The collective opinion provides a theoretical basis for formulating a pedagogical framework. Such a pedagogical framework is viable and flexible in terms of accommodating diverse work experiences with different mainstream school subjects in the best possible manner to ensure learning.