Work-integrated learning (WIL) has the capacity to combine academic knowledge with practical experience through specialized programs. While there is extensive literature on WIL, there exists a dearth of research on learners' perspectives, particularly in comparative studies across majors. This study compares the perspectives of 164 engineering students and 172 economics students in Vietnam on WIL. The independent t-test shows both groups recognize WIL's importance for accessing the work environment and improving employability skills. The one-way MANOVA test reveals technical universities offer more diverse and specialized WIL programs, while economics students have limited well-structured WIL opportunities. Mann-Whitney U test results indicate that, in engineering, male students are more aware of WIL's significance for employability. In economics, no significant gender difference exists in WIL perception. The research guides WIL developers in customizing WIL programs based on discipline-specific needs. Additionally, it explores study limitations and suggests potential avenues for future research.