Purpose: This study explored the relationship between perceived peer support, mental health and the well-being of students enrolled in work-integrated learning (WIL) at a Canadian institute of higher education, who were completing remote work experiences. Design/methodology/approach: An online survey and virtual semi-structured interviews were used to collect data. The online survey captured demographic information as well as measures of perceived peer support, loneliness, positive mental health (PMH) and stressors associated with the on-going pandemic. The interviews captured narratives regarding peer support, attitudes surrounding remote work, mental health and well-being. Findings: WIL students completing remote work terms experienced only moderate levels of peer support, moderate loneliness, below-average PMH and all the stressors associated with the on-going pandemic. Data also revealed that completing a remote work term negatively impacted work communications, opportunities to build connections with colleagues and overall motivation. On the other hand, WIL students appreciated the flexibility and comfort of working from home, as well as reduced work-related expenses. Originality/value: With remote work experiences increasing globally and now a reality for many WIL students, the potential negative effects emphasize the importance of providing social and mental health support and resources, especially during stressful times.