Workforce shortages in aged care have driven a strong focus on increasing student placement capacity as a pipeline strategy. While this has improved access and exposure, it assumes placement availability alone will translate into workforce growth. In practice, this assumption is increasingly being challenged. The problem lies in variability of student experience within placements. While some students leave feeling confident, capable, and motivated to return, others report feeling excluded, underutilised, or disconnected from the care team. This inconsistency persists even when learning opportunities are available. Positive experiences are strongly linked to structured support, particularly from Clinical Nurse Facilitators (CNFs), yet reliance on facilitators alone is insufficient to overcome broader environmental and cultural gaps. This matters because student experience directly influences workforce intent. When placements fail to provide inclusion, purpose, and professional identity, they risk reinforcing negative perceptions of aged care and weakening the workforce pipeline. This presentation will draw on survey evaluation data from APNA’s national clinical placement program, supporting over 2300 nursing students in aged care settings since 2023. It will challenge the emphasis on placement capacity and propose a shift toward system capability, exploring: The relationship between student experience and workforce outcomes Limitations of facilitator-dependent models The impact of workplace culture and team engagement The role of aged care environments, staff, and culture in shaping student experience Practical approaches to strengthening learning environments within existing resources for policy makers, providers, educators, and workforce planners