With a view to linking ideals with action in development education, the preparation of teachers for practice in this area merits consideration. Given the theory/practice disconnect associated with initial teacher education, it is appropriate to explore means of effectively initiating beginning teachers into development education. To that end, a study was conducted with Irish primary student teachers following their voluntary work placement in African schools and communities. It sought to determine the impact of this immersive experience on these student teachers. Questionnaire respondents underlined the positive personal and professional impact of the experience, and indicated its potential to significantly enhance their understanding of development issues. The integration of experiential and academic learning through critical reflection on this experience is proposed as key to such understanding and enhanced practice in schools.