Despite increases in Indigenous enrolment in post-secondary institutions (PSIs) in British Columbia, Canada, there are significant disparities in Indigenous student access, retention, and success in work-integrated learning (WIL) programs. By analyzing Indigenous-specific WIL literature, this article identifies existing barriers to Indigenous WIL as well as unrealized opportunities to expand and transform WIL approaches and practices. Based on these findings, the paper offers 10 recommendations for the development of resources and strategic Indigenous WIL initiatives, recommendations that also served to guide the creation of a publicly-accessible Indigenous WIL Resource Hub (IRH). However, the literature review also revealed limitations to academic publishing and challenges in institutional reporting. Accounting for these scholarly limitations and recognizing the value of on-the-ground and community-held knowledge, the directives guiding the IRH and shared in this article's conclusions are based on the understanding that initiatives to act on opportunities and address barriers must be needs-based and community-specific.