Five third-year student midwives were interviewed to assess the impact the assessment of obstetric emergencies had on their perceived confidence to manage them correctly in practice. Using purposive sampling and semi-structured interviews, a qualitative descriptive research was conducted. Four themes were identified: OSCE as a form of assessment, Impact of module and assessment, acquisition of knowledge and ways of improving assessment Participants highlighted that assessments act more as an incentive to study and learn and seemed to bear little relevance on their long-term impact on practice confidence. All interviewed students appear to believe that most of their knowledge was acquired through simulation-based learning, lectures, study revision, and clinical encounters of emergencies. Additionally, the assessment undertaken was felt by them not to be comprehensive enough and needed the incorporation of a variety of stations to assess the students' knowledge fully. Recommendations on improvement to assessments to maximise students' confidence and knowledge acquisition have been made.