Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little-used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work-based learning. Work-based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a "sandwich year" of industry training. The specific results are discussed and the wider implications of the model are assessed. (Contains 3 tables.)