Given the importance of work-integrated learning (WIL) for developing graduate attributes, universities must seek to reduce negative experiences associated with WIL. WIL outcomes may be enhanced by embedding the experience internally within the academic setting. This study explored the experiences of Exercise and Sport Science (E&SS) students who were concurrently engaged in embedded (on campus) and external (off campus) WIL opportunities. Specifically, we investigated if students reported a perceived difference in attaining graduate attributes when participating in one of three WIL models: (i) embedded; (ii) external or (iii) bimodal. A sequential mixed methods approach was employed, which included an initial online survey and subsequent focus groups. Students reported that WIL was generally a positive, albeit variable experience, dependent on the professional supervisor. The overwhelming consensus was that E&SS students benefited from a bimodal WIL model in the development of graduate attributes, rather than individually embedded or external WIL models.