Concept understanding, the development of analytical skills and a research mind set are explored through the use of academic tools common in a tertiary science education and relevant work-integrated learning (WIL) experiences. The use and development of the tools; laboratory book, technical report, and literature review are examined by way of semi-structured interviews with graduate students, and comparing undergraduate students who had completed science work placements and those who had not. Students who had experienced work placements developed a professional and sophisticated understanding of the use of the tools, science concepts and the research process prior to graduating, hence were better prepared for graduate study or moving onto a professional science arena. Non-WIL graduate students also developed these skills, but after they had already embarked on research degrees. This research shows that academic tools specific to science workplaces can uncover discrepancies between what science research skills students have at tertiary level, and what is required of them in a professional situation.