Professional competence and career adaptability are essential for preparing students to meet modern healthcare demands. However, there is a paucity of evidence to guide teaching and learning of these constructs in the context of Level I fieldwork (FW). This paper details a Level I FW program re-design using a professional competence framework to foster adaptability. The re-design's impact was assessed through student surveys before and after their participation (n = 53) compared to a historical cohort one-year senior (n = 60) using the Career Adapt-Abilities Scale -- Short Form. Significant improvements were found in total and concern, curiosity, and confidence subscale scores for the re-design cohort with no significant differences between cohorts. Effect sizes were small for total scores and curiosity and confidence subscales, and medium for the control subscale. Findings emphasize the re-design's role in enhancing competence and readiness for Level II FW. This study contributes to the need for a growing body of evidence in the scholarship of teaching and learning related to fieldwork education in occupational therapy curricula.