Health graduates must competently apply theory in their practice, but this is challenging for students to learn. This study explored student experiences of a program-level curriculum design aimed at supporting theory-to-practice translation in occupational therapy. Annual ‘Transition Workshops’ targeted theoretical tenants of the program and supported students to transition their learning from one year to the next. The Transition Workshops were evaluated using pre-and post-workshop surveys and focus groups. There were 223 post-workshop surveys completed by student participants and four focus groups with 18 student participants. The quantitative survey data were analysed using Wilcoxon signed rank tests. Qualitative survey data were analysed using content analysis and group interview transcripts were inductively analysed using thematic analysis. Students conveyed that the Transition Workshops were beneficial and their perceived levels of theoretical knowledge, and confidence in applying that knowledge, increased after engaging in them. The workshops assisted students to transition their learning across the degree by providing opportunities to revise and prime for their next stage of learning, learn how to apply theory-into-practice, and build self-confidence for practice education learning within their degree. Transition Workshops, designed at a program-level, can be incorporated into curriculum to assist occupational therapy students to develop their theoretical knowledge and support theory-into-practice. This approach may be of value within other clinical and professional programs and that inclusion in university policy is required to guide academic practices.