Student pre-departure preparation has been identified as essential if study abroad programs involving work-integrated learning are to deliver the numerous benefits they intend, while mitigating the many risks they involve. However, little is known about what preparation is provided to the academic and professional staff who implement these programs, and the community members who host the students. Interviews with 16 academic and professional staff involved in preparing students, staff, and host communities for Australian study abroad programs reveal inconsistencies in the preparation provided to students, and very limited preparation to staff and host communities. The limited preparation that is offered, is designed and developed in an organic (not structured) and inconsistent manner. Our findings suggest that institutions should consider implementing a more structured, consistent and institutionally driven approach to preparation for students, staff, and host communities to reduce the substantial risks associated with these programs while maximizing the benefits.