The positive impact of work-integrated learning (WIL) is well-known, but there are substantial gaps in the literature related to the benefits Indigenous students receive and Indigenous students' perspective on those benefits. This article reports on a mixed methods research project into Indigenous students' perspectives on their curricular WIL experiences through qualitative semi-structured interviews and assessment of the academic impact of WIL. This study identified no difference between the academic benefits Indigenous and non-Indigenous students receive but did find a substantial gap in recruitment of Indigenous students into optional WIL programs. It argues that the WIL experience is best when situated in an authentic and challenging experience in collaboration with others where students can build confidence and develop new relationships. It concludes by advocating that WIL programs adopt a relational and holistic understanding of WIL to better recruit Indigenous students and support students beyond employment outcomes.