Three of the professions directly related to the construction industries by which Central Queensland University’s undergraduate Built Environment programs are accredited, form the foci of this chapter. The students enrolled in those programs are working in the relevant industries during their part-time external studies. Although learning while working ‘on the building site’ has been known since human beings first began constructing shelter, relevant background theories of philosophy and psychology have been introduced here and utilised to provide substantive support for a debate regarding the mixture of formal and informal opportunities for work-integrated learning to which these students are introduced. The strengths and weaknesses of flexible external studies, as well as the nature of their workplace-based learning in these programs, are discussed at length. Greater emphasis is placed on the need to capitalise on the many opportunities for reinforcement of, and reflection about principles and practices introduced in either or both their employment and/or undergraduate studies, than merely on the advantages or disadvantages of flexible external studies. These students’ truly work-integrated learning experience may be considered to be a ‘self-paced flexible learning while earning’ process.