Undergraduate programs can play an important role in the development of individuals wanting professional employment within statutory child protection agencies: both the coursework and the work-integrated learning (WIL) components of degrees have a role in this process. This paper uses a collective case study methodology to examine the perceptions and experiences of first year practitioners within a specific statutory child protection agency in order to identify whether they felt prepared for their current role. The sample of 20 participants came from a range of discipline backgrounds with just over half of the sample (55%) completing a WIL placement as part of their undergraduate studies. The results indicate that while some participants were able to identify and articulate specific benefits from their undergraduate coursework studies, all participants who had undertaken a WIL placement as part of their degree believed the WIL placement was beneficial for their current work.