This paper describes a case study of how situated learning and community of practice theory were applied to the design and delivery of activities and learning assessments in a remote WIL course in a master-level Kinesiology program, supporting students' learning in professional placements. The rationale and theoretical grounding for the course design and delivery are described, as well as practical considerations of how it was structured to assess student learning. A framework is proposed to inform the design of future WIL courses to best support the development of student professional identity development. Recommendations are posed for future study.