Universities worldwide are under increasing pressure to ensure graduate work-readiness upon degree completion. However, the linkage between employability enhancement and disciplinary learning is problematic for many academics. To address this, a conceptual framework of student learning and career development is required. We propose the development of a Career Information Literacy Learning Framework (CILLF) by integrating three key theoretical frameworks, namely experiential learning, career development and information literacy. This study uses the CILLF to investigate capstone units, which are final year subjects. These units’ aim is to combine disciplinary knowledge and skills whilst preparing students for the next phase transitions (work, future studies or other life plans). We examine capstone units in three disciplines specifically: Information Systems, Information Technology and Engineering in an Australian university. Academic and professional staff involved in these capstone units participated in semi-structured interviews to share their insights in five areas: unit aims, current practices and resources, student outcomes, needs/concerns, and assessment/measurement. We adopted a phenomenographic approach and found patterns using SAS analysis. Our findings support the conceptualisation of the CILLF, uniting the dimensions of learning approaches, career development and information literacy. We address limitations of the research and identify further research directions.