This paper looks at general and specific external drivers from a variety of national and supranational organizations (professional associations and accreditation authorities, government agencies, government legislation, European Union) that have produced a range of codes, regulations, and educational requirements that affect the way field training is run, provided, and assessed in Ireland and the United Kingdom. The effects of these driving factors on fieldwork provision in the UK and Ireland are illustrated through the experience of three earth science departments that have (re)designed their field class planning to ensure: (1) compliance with new and continuing government legislation; (2) compliance with the requirements of accrediting bodies and government auditing agencies; and (3) the needs of students and employers for appropriate field class learning outcomes and associated assessment strategies.