In its various forms and across its different sectors (i.e. primary, secondary, tertiary), the project of education is essentially about the provision of experiences from which students are intended to learn particular kinds of outcomes (i.e. knowledge). These outcomes can be focused on specific content, or on processes aiming to achieve changes in students participating in them. That is, an intentional process of providing experiences to secure particular outcomes. Therefore, alignments amongst the provision of experiences, intended learning outcomes and students’ engagement in learning are central to the educational project. It is this central education issue that is the broad focus of this book. More specifically, it considers and discusses how higher education students’ experiences in practice settings (e.g. workplaces) can be most effectively provided and utilised in assisting students realise the intended outcomes of courses aiming to prepare them for particular occupations upon graduation. That is, how the combination of experiences provided for and engaged in by these students can best develop the kinds of capacities that will permit them to be competent in their preferred occupations upon graduation and establish bases for long and successful careers. This educational goal has become important for higher education institutions and programs as, increasingly, their educational processes and expected student outcomes are now increasingly being aligned with meeting the requirements of: (i) occupational practices, (ii) how successfully graduates are able to find employment in those occupations, and (iii) moving smoothly to practise those occupations.