This chapter considers the issues and particular implications for curriculum arising from efforts to integrate experiences in practice settings within higher education programs. The approach taken here is to consider curriculum in terms of intentions, enactment and experience. That is, using the three concepts of the intended curriculum, the enacted curriculum and the experienced curriculum, to discuss how learning experiences need to be organised and ordered, what can assist the utilisation and integration of those experiences in its enactment, and also taking into account how students come to experiences and, therefore, learn through those experiences. In doing so, this chapter builds upon precepts established in earlier chapters, but in particular focuses here upon issues and implications for curriculum.