This study investigated the impact of Work-Integrated Learning (WIL) on Built Environment student work-readiness at Council for the Built Environment. The study reviewed literature on WIL and its effectiveness ion student work readiness. Reviewed literature indicated that WIL is indeed one of the vehicles that can be used to enhance student work readiness however it is reliant on the successful relationship between all involved stakeholders, being the university, the students and the workplace. As a qualitative study, purposive sampling technique was employed to obtain information from respondents. The study made use of questionnaire and interviews to obtain from the respondents. The responses from the questionnaires were coded and themed for analysis. Findings from the study revealed that WIL is one of the drivers that can be used by students to acquire skills. As a result, WIL has positive impact on student work-readiness. Additionally, the success of WIL is embedded in the relationship between the student, the workplace and the university. The university faculty representative needs to conduct regular assessment visits to students undertaking WIL.

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