This case study presents the detailed findings from a comprehensive evaluation of an established, seven-month intensive training programme for students within the Centre for Doctoral Training (CDT) in Soft Matter for Formulation and Industrial Innovation Centre for Doctoral Training (SOFI2). The evaluation sought to understand whether the training contributed to the indented outcomes of developing teamworking skills and a multi-site working mentality of the students. A concurrent mixed-methods design was utilized to collect data longitudinally across the first seven months of doctoral training using surveys at the start and end of the training programme, reflective journals collected at four timepoints, focus groups and interviews with staff, students and the CDT leadership team. Changes in students’ perceived confidence and skill were analysed using Wilcoxon signed-rank testing. Qualitative data were analysed using inductive thematic analysis. Findings were interpreted within a Contribution Analysis evaluation framework to draw conclusions about how the training programme contributed to its intended outcomes.The evaluation found strong evidence to support the conclusion that the activities within the intensive training programme contributed to students developing their teamworking skills and in students seeing the potential benefits of multi-site working. Challenges with specificity of learning outcomes meant that the evaluation was not able to conclude whether the training had contributed to students developing against other additional aims. The study makes recommendations relevant to an international audience for maximizing opportunities for students to develop both depth and breadth of skills and knowledge in intensive doctoral training programmes.