Jackson examines how work-integrated learning (WIL) enhances pre-professional identity in undergraduate students. Jackson finds that work placements positively affected the evolution of pre-professional identities. Students reported that personal reflection of their experience and appraisal were the most critical aspects of their WIL experience that strongly affected their pre-professional identities. Based on the triggers that were identified to progress pre-professional identities, Jackson also offers a variety of ways that practitioners can additionally enhance pre-professional identities in students. The author highlights that WIL allows students to understand expectations, attitudes, and responsibilities that are associated with their aspired profession, and progresses students professionally while they are still in college so that they are better prepared for their careers upon graduation.