Graduate employment rates are often used in Australian universities as a key performance indicator in relation to teaching and learning outcomes. While leisure studies and related curricula have always concerned themselves with preparing students for careers within the broadly-based leisure industries, given the climate of funding of higher education, such programs may be vulnerable unless they can demonstrate their professional relevance. This paper examines how incorporating a student-centred whole-life approach to career development into leisure studies curricula can enhance graduate employability, as a key performance outcome. The framework for this examination is provided through a casestudy of a Work Integrated Learning (WIL) initiative developed in the Bachelor of Social Science (Recreation and Tourism) program at the University of Newcastle, Australia. While this paper focuses on the Australian context, many of the issues relating to career development and planning are likely to apply to other countries, since many of the changes relating to careers are a direct result of the globalization of business activity.