The focus of this presentation is on vocational tasks students of floristry in Swedish upper secondary school get access to during workplace-based learning (WPL), and if and how these tasks align with school tasks. The presentation draws on the notion that tasks are driving learning activities (Lindberg, 2003). The data material consists of interviews with students, supervisors and vocational teachers, as well as photographs and texts used at the workplaces and in school. The presentation builds on an ongoing research project on integration in vocational education conducted within the frame of Stockholm Teaching & 74 Learning Studies, a platform for collaboration between researchers and teachers. The results indicate that while customer service becomes visible as an important aspect of vocational knowing in floristry during WPL, economic aspects of vocational knowing remain hidden for the students. Thus, the results point to an area of development within floristry education.