The work-integrated learning (WIL) environment can precipitate additional mental and psychological stress, with possible deleterious effects for health science students and patients. The dearth of information for clinical technology students who are also affected by the demands of academic learning tasks and the clinical environment, warrants an exploration of the challenges and possible coping strategies of these students during WIL. A qualitative approach was employed using purposive sampling. Thirteen students were recruited from different clinical sites. Data was generated using in-depth, semi-structured interviews, underpinned by the literature. Findings highlighted the complexity of the WIL environment on the wellbeing of students, the support mechanisms available, and personal strategies employed by students to cope. This study underscores the need for change to the culture across WIL environments to focus on student wellbeing. Congruence between organizational support, curriculum structure, and the nurturing of graduate attributes like adaptability and resilience is necessary.