This study was undertaken within the Degree in Clinical Technology program at Durban University of Technology, South Africa. Clinical technology curricula in South Africa have undergone several changes in response to the demand for a more integrated curriculum. This served as a catalyst for this study, which explored students' and academics' perceptions of the factors that influence learning experiences during work-integrated learning (WIL). A qualitative exploratory research design within an interpretivist paradigm was utilized. The sample comprised 13 students registered for Clinical Technology in the Faculty of Health Sciences, and four academics. Four themes reflecting various factors influencing learning experiences during WIL emerged: learning culture, social nature of learning, student attributes and learning in the time of COVID-19. This study has shed light on factors that influence the learning experiences of Clinical Technology students during WIL and may inform possible improvements to learning experiences, as well as the WIL of students in other contexts.