Building on the work completed in BC that resulted in the development of a WIL Matrix for comparing and contrasting various forms of WIL with the Canadian co-op model, this paper proposes a Global Work-Integrated Learning Framework that allows for the comparison of a variety of models of work-integrated learning found in the international post-secondary education system. The Global Framework enables researchers, practitioners, and other WIL stakeholders including students and employers to better understand the key goals and outcomes of each model as well as explore the commonalities and differences between the various models based upon identified attributes of quality experiential education programs. This Framework also provides a means for situating or developing new models of WIL intentionally designed for specific experiential learner outcomes and program impacts. At the institutional level, the Framework provides a mechanism for rationalizing the many, and often independently designed and delivered, WIL offerings by connecting them through their shared attributes and providing a way to differentiate them through their unique processes and outcomes. The proposed Framework is based upon high impact practices for experiential learning as identified in the literature and allows users to map WIL programs directly to the academic agenda through learning outcomes. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]