Work-integrated learning (WIL) programming has gained considerable momentum across the Ontario university sector, fueled by support from numerous stakeholders, including industry, government and students. WIL has been framed as a solution to the present ‘skills mismatch’ in the province, and as a way to smooth university graduates’ transition into the labour market. There are numerous ongoing industry and government efforts to improve access to WIL programming across postsecondary education (PSE) in Ontario, given the many perceived benefits available through it. To date, however, little effort has been made by researchers to explore issues of diversity and inclusion within this space. Through this report, we aim to ameliorate this gap in existing academic and policy research on WIL.