In the current context of COVID-19 and the limited availability of physical workplace settings for work-integrated learning (WIL), this study explores the intervention of a WIL pedagogical strategy in order to support career development learning during the pandemic. The innovative Entrepreneurial Mindset (EM) reflective model introduced at a Mexican University employs experienced entrepreneurs as professors and mentors to teach entrepreneurial mindset reflection via online modality. The effectiveness of the model as a teaching and learning tool is assessed in a class survey of 203 students. The study concludes that although the application of the EM model to the curriculum is well suited to a non-physical workplace environment, the survey to assess mindset reflections could have been conducted both at the beginning (pre survey) and at the completion (post survey) of the course, to assess any changes in mindset reflections between pre and post. However, the introduction of 'growth' mindset reflections to a curriculum is a significant contribution to WIL literature and a valid COVID-19 strategy.