The aim of the current study was to investigate the development of speech-language therapy (SLT) students’ clinical competency within clinical field placements involving the provision of intensive therapy, and to explore the experiences of clients who received intensive therapy delivered by students. Participants consisted of 2 groups: SLT students in the fourth year of the undergraduate Bachelor of Speech and Language Pathology programme (n=7) and clients (adults with communication impairments following stroke) who had received intensive treatment provided by students (n=10). A pre-test post-test design was utilized to evaluate the development of students’ clinical competency, confidence and anxiety. Student participants took part in a pre- and post-placement questionnaire in which they self-rated their confidence and anxiety in clinical tasks. Student participants’ clinical competency was assessed using the COMPASS® assessment tool. Client participants completed semi-structured interviews discussing their experiences and perceptions of intensive treatment and student involvement. Student participants’ questionnaire responses and COMPASS® scores were analysed with descriptive statistics. Client participants’ interviews were analysed through reflexive thematic analysis. Student participants made comparable change in competency ratings when compared with the class average, perceived reductions in self-ratings of anxiety and increases in self-ratings of clinical confidence. Client participants had positive perspectives of intensive therapy provided by SLT students. 6 themes were developed from the semi-structured interviews: the hard work is worth the effort, more treatment is better than less, there’s a “right time” for intensive treatment, it didn’t feel like they were students, we just got on so well, and they listened to what I wanted. The findings add to evidence that clients value access to intensive treatment and have positive experiences with SLT students and extends the evidence to suggest that student-implemented intensive therapy benefits both students and clients. Implications for clinical practice and future research directions are discussed.