Hay KMafile'o T6/06/20226/06/2022International Journal of Work-Integrated Learning, 2022, 29 (2), pp. 279 - 294https://hdl.handle.net/10179/17171Aotearoa New Zealand has a significant population of Pacific students in the higher education sector although proportionally Pacific academic staff numbers are negligible. In social work programs students undertaking work integrated learning (WIL) generally work with non-Pacific academic staff and are matched with agencies seen to be appropriate to their learning needs. This article draws on the perspectives of six Pacific graduates on elements that may enable the improvement of WIL experiences. The findings indicate that higher education providers should strengthen relationship-building with students and families; support host organizations to understand the unique needs of Pacific students; and develop systems of accountability and mentoring that promote Pacific student success in WIL. Drawing on a Pacific model of professional supervision and the findings from this study a model for supporting the learning of Pacific WIL students is proposed. The model encompasses three domains: personal, cultural, and professional.279 - 294Journal article453629Massey_Dark