This thesis aims to assess and analyze European Solidarity Corps (ESC) program implementation in terms of learning and relation to Work Integrated Learning (WIL) programs. More specifically, two research questions outlined in this thesis are (1) How do guidelines (theory) manifest in real-life examples (practice) of ESC projects conducted in Zagreb, Croatia? and (2) How do ESC projects conducted in Zagreb, Croatia, reflect and encompass WIL concepts? The theoretical framework of this exploratory case study was designed by combining aspects of ESC guidelines, WIL, and experiential learning theory in order to explore WIL as the phenomenon in focus in the implementation of ESC in Zagreb. Data was collected by conducting semi-structured interviews with nineteen participants for the purposes of this research, to be more precise, eight volunteers and eleven hosts. Deductive content analysis was performed in order to analyze the findings. Results indicate that prescribed guidelines are mainly implemented in this case, but that can be a result of particular characteristics such as their vagueness and openness to various interpretations. Furthermore, although both programs aim to increase participants’ employability, they do not share the same approach. While WIL programs combine professional and academic aspects primarily, ESC focuses on personal and professional features.