Educating students to become evidence-based practitioners remains a significant challenge in health professional education. Clinical placements form a significant element of curriculum, and the impact of students' work integrated learning experiences on their ability and desire to practice in an evidence-based manner remains largely unexplored. This study used focus groups to explore students' experiences of evidence-based practice (EBP) during clinical placements, the impact of these experiences on their education, and their future EBP tendencies within the profession. Reflexive thematic analysis was utilized to analyze data and three main overarching themes were identified. These themes are education, culture and responsibility and hopes, fears and barriers and they were explored in detail. Improving the teaching of EBP skills within health professional education, which includes the strengthening of the integration of these skills across work-integrated learning curricula, has the potential to enhance the translation of knowledge into practice as these graduates become qualified clinicians within the profession.