This paper explored the experiences of students on the Lecture-RLE Series Scheduling Scheme (LRSS) both as an evaluation of the program and as a basis for enhancement. Grounded on the interpretive paradigm, forty two (42) participants were recruited to partake in this study. Further, reflection papers from the participants serve as the narratives of the study and where then reflectively analyze via the process of thematization. After the three (3) level of reflective analysis, the following themes were identified: (1) Dedication: Focused Learning; (2) Mastery of Professional Qualities; (3) Setbacks: Stress & Weariness. The themes shows that in general, the overall experience of the participants was affirmative and optimistic claiming that LRSS promotes a conducive learning environment wherein they felt “less pressured” to perform task. Further the participants felt that the LRSS provides them with a mean to fully realize the development of their professional qualities, skills and attitude of a “real” nurse since it mirrors the realities of an “on-the-job-training”. Lastly, the identified setbacks of the LRSS are two-folds: stress and a sense of weariness, largely attribute to the consecutive days of duty schedules as well as a perceived monotony of activities in the area of exposure. Insights from this study suggest that there is a need to update and upgrade strategies and methodologies of teaching implemented in the clinical area to provide varied approaches to learning skills as well as limit the perception of monotony among student clinicians. Further research that dwells on the (1) nature of stress, (2) the patterns of coping and adjustment among student clinicians is also implied