The outcomes associated with higher education can have a pivotal impact on students individually and also on communities economically (Wilton, 2012). Scholars like Labaree (1997) and Aram and Roksa (2011, 2014) touched upon the competing interests from the stakeholders involved with higher education. Colleges and universities are expected to provide students with a valuable education and also to produce graduates prepared to make a positive impact on society. Work-Integrated Learning (WIL) programs can provide students with an ideal space to begin integration of their personal and professional identities. This study examined the following central research question: What experiences enhance the psychosocial development (as defined by Chickering & Reisser [1993]) and professional development of students that participate in work-integrated learning programs? Specifically, this study also explored the following sub-questions: (a) how does participation in work-integrated learning support the development of personal and/or professional identity, and (b) how do undergraduate students perceive their growth and preparation for careers as a result of their work-integrated learning experiences? A qualitative phenomenological research design was employed in order to investigate the lived experiences of the study subjects. The participants were undergraduate student members of an interdisciplinary manufacturing program (IMP) at a public university in the southeastern United States. All respondents had completed at least one work term in the WIL program. Data was collected from students through semi-structured interviews (38) and co-op student reports (33). Through the data analysis process, the findings yielded five emergent themes including: (a) Assimilation and Integration, (b) Experience and Understanding, (c) Interpersonal Perspective, (d) Personal Identity, and (e) Pre-professional Identity. The results indicated that WIL participation did enhance the psychosocial and professional development of the study participants. Psychosocial and professional development was found to occur across six of Chickering and Reisser's (1993) developmental vectors. The results offered limited ties between WIL participation and Chickering and Reisser's seventh vector of developing integrity. The research themes revealed many connections with the elements of Jackson's (2017) Pre-professional Identity framework. From the findings, recommendations were offered for future higher education practice and policy administration. Suggestions for future research were also outlined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]