This study investigates the impact of an optional eleven day in-school placement at the start of a new school year on pre-service teacher education students enrolled in their final year of study. Through the students’ written responses, the research elicited insights into the experiences that the students believed directly linked to effective and successful embedded professional practice and enhanced their professional development as future teachers (learning managers). The written response questions were framed by issues identified within a literature review that related to in-school placement. The issues identified were relationships, communication, identifying needs to be met, time and quality learning. An open-ended PMI (positive, minus, interesting) section also provided participants an opportunity to discuss their experiences. Participants identified the placement as an authentic and valuable learning opportunity that contributed to their professional development.