The aim of this paper is to examine the use of Work Integrated Learning (WIL) in higher education and identify the role industry plays in the need for educated workers and citizens who can meet the challenges of a new world economy. WIL allows students to acquire essential practical skills through exposure to the real world. Industry has always been the strong link in this necessary and appropriate instructional component of higher education. A qualitative approach was used in this study on a sample of second level students who participated in a WIL programme at one specific service provider. WIL education in the context of this paper is defined as a unique form of education, which integrates classroom study with, planned, and supervised WIL in the private and public sector (Arnold and Nicholson, 1991; Andrisari and Nestle, 1976). This study was conducted by second year students, (n=37) finishing a 6 months WIL component in industry. The implications of these findings for career development are discussed. In recent years, there has been an increase in research that examines careers and career development in the hospitality industry (Guerrier, 1987; Riley and Turam, 1989; Baum, 1989; Williams and Hunter, 1992; Antil, 1984; Ross, 1995). Some of this research has focused on issues relating to career paths and career development (Riley and Ladkin, 1984; Ladkin and Riley, 1996). A key issue in this research has been to attempt to determine the various factors which influence length and development. This research aims to build on this and explore the student perceptions.