Faculty members hold diverse perspectives on work-integrated learning--a diversity that, we argue, has been underexamined in the literature. This exploratory narrative review discusses the literature on faculty members' support for and engagement in WIL, including a deep dive into the substantial body of research in community service learning (CSL) that considers faculty members' perceptions of--and barriers to facilitating--this specific subtype of WIL. We synthesize and identify gaps in the literature about faculty members' barriers to support for and engagement in WIL, and the facilitators of their engagement in CSL, which, we argue, may be generalizable to WIL more broadly. We close by identifying areas for future research.