This case study is based on the Assessment of Work-integrated Learning at the Vaal University of Technology, Vanderbijl Park, South Africa. It explores the possible conditions that affect the final assessment of work-integrated learning. Work-integrated learning in the South African context of Higher Education is considered to be an integral part of a programme. It not only allows students to incorporate theory into practice but it also prepares students for the world of work. It is for this reason that work-integrated learning becomes the focus of all Universities of Technology in South Africa. The Universities of Technology’s success or failure to integrate quality work-integrated learning effectively will either promote or retard the South African economy.