This article presents findings from a qualitative study of social work students who participated in an intensive block placement in a state legislature. Findings explore what students perceive as the central learning outcomes from field placements in political settings and how they navigate aspects of practice that may differ in critical ways from other social work practice settings. Findings identify challenges social work students face when placed in a political environment as well as strategies and supports students use to navigate these challenges. We discuss implications for creating and sustaining effective social work field placements in political settings to further students' policy practice competency.