Assessment of student learning is a crucial part of quality work—integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three—year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research.