Embedding opportunities for undergraduate pharmacy students to move between academic and practice environments is key to transform their perception of patient care and to facilitate learning of the skills required for the changing profession (Smith and Darracott, 2011). An approach adopted by many health care professions to prepare students for diversity with their field, is exposure to non-workplace environments in the form of role-emerging placements (REPs) (Whiteford and Wright St-Clair, 2002). The study presented is part of an ongoing action research project; this cycle focusses on exposing students to challenges surrounding care of young children. Barriers and facilitators arising from an earlier pilot of REPs in the Cardiff School of Pharmacy were considered when designing and implementing innovative placements for entry level pharmacy undergraduates in venues where mother and toddler groups were running. Students participated in a pre-placement workshop where they explored a flexible list of questions to facilitate their interactions. Placements were supervised by members of staff, who supported students throughout their experience and during a group debrief at the end of each session. Students were called to reflect further during a post-placement workshop with the rest of their colleagues. The full cohort of students submitted a copy of their overall reflections. Entries were analysed via thematic analysis to provide an overview. The sessions raised awareness of issues when providing pharmaceutical care to children and contributed to students' professional development. Challenges to their interactions were identified and suggestions for improvement were made. Results will inform structure and content of future REPs.