Work-integrated learning (WIL) offers students a work based learning experience, assisting them to bridge the gap between theoretical knowledge and professional practice. The researchers in this study were interested in researching and directly assessing WIL on their various therapeutic training programs. The research explored multiple perspectives of WIL from the viewpoint of students, graduates, host organizations and external clinical supervisors, using interviews and open-ended questionnaires. Analysis of the data indicates that a lack of clarity, consistency, and communication results in undefined expectations for quality clinical supervision. The findings highlight the significant role of clinical supervision and ways to address this to ensure that the quality standards are renewed for the therapeutic training context. Findings from the literature and the study conclude with the creation of a training framework for external clinical supervision of WIL within therapeutic training programs.