Developing an experiential curriculum does not assume an authentic student experience; it is the enactment of that curriculum which ultimately impacts on student acquisition of employability capabilities. Therefore, expertise of and buy-in from staff is paramount to a quality WIL curriculum. WIL challenges traditional conceptions of academic and teaching practice. Teaching staff are challenged to develop skills and capacities in designing complex curriculum, reconceptualising assessment, giving over judgement of performance to industry partners, and to develop, maintain and evaluate industry partnerships whilst managing expectations of numerous stakeholders. Investment by academic staff in WIL initiatives must be considered alongside other demands of research, teaching and service. WIL presents new opportunities for staff to build relationships with a wide variety of partners and stakeholders, enhance their professional knowledge and currency of engagement with the workplace, and to create new spaces and practices for research and teaching. However, appropriate support is required for the transition of academic staff from traditional controllable notions of teaching and learning to the more complex experience ofWIL. There is a range of ways in which leaders in WIL are able to engage and empower sqff to advance WIL agendas in higher education.