This article problematizes the impact of the organization of work-integrated learning (WIL) teacher education onstudent teachers’ learning at university. The perceptions of university teachers on WIL student´s potential forlearning within university-based components are explored. The theoretical perspective of boundary crossing isused to conceptualize what this organization of WIL teacher education entails. Qualitative data was gatheredthrough semi-structured interviews and the analysis revealed that this way of organizing teacher educationprovides additional benefits for students´ learning at university, but also presents obstacles. When WIL studentteachers become central participants in workplaces, it has implications for their campus-based education. Thesestudents shift positions, identify themselves as ready teachers, de-identify themselves as students, and demandsomething else from university studies. This leads to a shift for university teachers who reconceptualize theirpractices and reevaluate how they can accommodate these student teachers’ acute needs without compromisingcourse content.