Integrated professional experience is a key characteristic of initial teacher education (ITE) programs worldwide. Its significance to the development of essential knowledge, skills and experience by pre-service teachers is widely acknowledged, notably by pre-service teachers themselves (see, e.g. Allen, Ambrosetti, & Turner, 2013; Ell et al., 2017). Program accreditation standards specify the professional experience measures that must be put into place by higher education providers (e.g. Australian Institute for Teaching and School Leadership [AITSL], 2018) and ITE evaluations typically zero in on how professional experience is enacted and assessed (e.g. Teacher Education Ministerial Advisory Group, 2014). As in other professional tertiary degrees with embedded professional experience, such as nursing, health, and engineering, there is considerable complexity in constructing professional experiences that effectively serve the learning needs of all students while, at the same time, comply with regulatory requirements, are cost effective and sustainable, and add value to the work lives of those university and school staff involved.