Purpose: This study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL). Design/methodology/approach: A cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL. Findings: Sexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students. Originality/value: The findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.