This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a Directed Experiential Learning' (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012-2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care).