Purpose: This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has traditionally been a purely theoretical programme. Design/methodology/approach: This is a case study which evaluates the decision by the School of Legal Studies to implement a range of work-based learning modules. Findings: Initial findings suggest that there are clear benefits for students undertaking work-based learning modules. Research limitations/implications: Further research is needed to establish whether there is a clear link between students electing the work-based modules and a positive impact on graduate employability. Practical implications: Institutions could consider work-based learning as part of the response to the employability agenda, in a climate where competition for jobs is fierce, particularly in the area of law. Originality/value: This case study will be of value for those institutions which are considering introducing work-based learning modules for law students.