The future of many professions is uncertain, which could mean the skills of graduates may need to be different to those of prior generations. However, some things appear to remain the same as business leaders continue to specify the importance of communication, problem solving and skills adaptability. A key to this could be to improve students’ self-efficacy (confidence), both in terms of generalised self-efficacy and task-specific self-efficacy that is relevant to their professional careers, as it could assist students’ in their future careers. This article describes how a simulated on-campus work-integrated learning (‘WIL’) case study, through the establishment of professional tax firms in tutorials, sought to enhance students’ self-efficacy. The results demonstrate that, in aggregate, there was growth in self-efficacy; however, students with little or no professional work experience had the greatest increase in self-efficacy. This demonstrates how important simulated WIL experiences can be for students with little professional work experience to obtain a better sense of their future professional work, as well as to improve their own confidence looking to the future.