Work placements (including internships) are common in urban and regional planning education but the relevant literature has largely overlooked their assessment and academic standards. To address this gap, the paper presents a study of this topic undertaken within the Australian context. The research involved systematically scoping the status of work placements in planning education in Australia, and exploring the perspectives of participating educators, practitioners and students on appropriate assessment methods and academic standards. We found significant and problematic divergence in these three key stakeholders' perspectives. The implications of these findings are discussed in a national and international context. The consequent proposition is an approach to assessment and standards that promotes a shared understanding across these key stakeholders.