While the benefits of work-integrated learning (WIL) are undisputed, identifying what elements enable quality experiences is a more challenging endeavor. This article focuses on the perspectives of New Zealand social work tertiary educators regarding components of quality WIL. The participants recognized the difficulties in succinctly articulating quality WIL but agreed with previous research that effective WIL is reliant on strong relationships between the tertiary sector, organizations and students. Findings from this research attest to the importance of placing field educators into this traditional tripartite relationship thus celebrating their central role in student learning. Addressing poor professional practice in the WIL environment was an identified concern. Effective use of the national field education guidelines for the evaluation of WIL experiences is recommended. The assessment of student readiness and suitability for specific environments also requires ongoing consideration from HEIs alongside mitigation of the potentially negative impacts of WIL.