This quantitative study surveyed eighty-two Australian social work students who completed their placement during COVID-19. The delivery of health and welfare services during the pandemic had a significant impact on field education with the result that many placements had to be offered remotely from an organisation. The research was interested in whether this practice learning model can provide quality learning experiences for students by exploring various aspects of the placement experience. Frequency data were generated and the data were analysed using chi-square tests to determine, firstly, if there were any statistically significant relationships between student learning outcomes and model of supervision, supervisor contact, type of e-placement and student demographics. Secondly, the various learning activities were rated against the students’ attainment of their placement learning oucomes and their developing confidence, skills and social work identity. Findings highlight that student learning is enhanced when they have opportunities to experience work within an agency setting and when agency staff are involved in supervising and supporting students in e-placements. There were also indications of negative learning outcomes when students are not provided with direct observation opportunities of agency staff and some evidence that e-placements might be more suitable for second placement students.