This article reports on a desktop evidence review of Australian public universities work-integrated learning policies and procedures. The review examined the availability and accessibility of these documents to prospective students with disability, as well as their inclusivity and quality, against three dimensions developed from analysis of equity best practice literature. The findings reveal an inconsistent approach by Australian universities to inclusive work-integrated learning for students with disability. The variability in availability and accessibility of inclusive work-integrated learning materials implies course and university decision-making for future university students with disability may be difficult. Quality concerns included a limited reference to relevant standards, transparent terminology and research evidence in available materials, as well as expired policies and procedures, outdated language and disability theory, and a lack of evidence of industry collaboration. Recommendations from these findings support the development of equitable WIL practices with students with disability across Australian universities.