Work-integrated learning (WIL) is a formal program for student teachers to practice teaching in an authentic learning environment. Assessment of this program can bring conflicts between student teachers and assessors. This empirical study undertaken in South Africa discusses student teachers' participation in the assessment of their WIL. The study is couched in transformative learning theory, which liberates student teachers to think as adults from concrete facts to the abstract in their learning. Free attitude interview techniques were used to interview 14 purposefully selected participants comprising of ten-final year student teachers, a teaching practice lecturer and three experienced teachers. The findings revealed that assessors use assessment tools that do not include the voices of student teachers for assessment. Based on the findings, the study proposes recommendations and the development of assessment tools for WIL that will promote more inclusive practices of students in the assessment of WIL.