Work-integrated learning (WIL) is essential for applied science teachers of Design and Technology (D&T) and Food and Consumer Education (FCE) in Singapore to keep updated with pedagogical and societal changes and stay in tune with changes in education policies. WIL can enable educators to stay current with industry practices, improve student outcomes, and integrate innovative teaching methods. This chapter used Critical Discourse Analysis (CDA) to analyze the policy documents that govern professional development (PD) for applied science educators. CDA allowed examining the motivations and barriers that influence teachers’ participation in PD and highlighted the constraints to carrying out their WIL. We found that Singapore’s centralized-decentralized education system offers three types of WIL opportunities: mandatory WIL to align teaching to current education initiatives; bounded compulsory WIL for general PD; and self-actualization WIL for pursuing personal growth. Despite these opportunities, D&T/FCE teachers face unique challenges when engaging in WIL due to the structure of their teaching subjects, such as time constraints, limited access to avenues for PD, and financial barriers. This chapter will be a valuable resource for educators, policymakers, and leaders seeking to foster a culture of continuous learning in applied learning fields.