Over the past decade in Australia, there has been increasing challenge around Pre-Service Teachers (PSTs) being exposed to quality learning experiences during Professional Experience (PE). The recognition of challenges relevant to PE has been reported globally through international and national education bodies, and the Australian Government, but the voice of PSTs has been mostly absent in these reports. The aim of this study was to search the Australian literature to ascertain PSTs’ perceptions of PE. Through a scoping review of research conducted in Australia on the perceptions of PSTs relevant to PE, 29 peer-reviewed articles met study inclusion criteria. Thematic analysis revealed five themes: integration of theory and practice, psychosocial development, mentoring, cultural development, and arbitrary outcomes. These outcomes are deliberated in relation to the vital role that PE fulfils within initial teacher education programmes and in preparing teachers for the future.