Purpose: The literature concerning higher- and degree-level apprenticeships (HDAs) in the post-levy era (2017-) is sparse and fragmented. Therefore, the purpose of this paper is to contribute to the international landscape of higher education work-based learning by identifying barriers to effective HDA programmes and outlining a future research agenda to address these. Design/methodology/approach: This study employs a systematic literature review methodology to explore barriers in HDAs. Adhering to PRISMA 2020 guidelines, the review follows a three-stage process to develop the sample. A meticulously designed search strategy uses targeted queries on the SCOPUS database, focusing on terms related to HDAs and their challenges. Inclusion criteria is set to papers from 2017 to 2024, covering book chapters and peer-reviewed journals in the English language. Articles were cross-checked with the Chartered Association of Business Schools (CABS) database, which refines the total to 68 papers. Data from these sources is then extracted and tabulated for qualitative content analysis. Findings: The systematic literature review of 68 manuscripts finds challenges are faced by apprentices, employers and training providers alike. This includes, but is not limited to, ethnically correlated performance, stigma, careers advice, job design, mentoring practices and the incorporation of technology. Two additional themes of pedagogy/andragogy and policy emerge. Originality/value: Based on the analysis, the paper suggests an extensive portfolio of future research focused on collaborative practices. If addressed, this yields the power to influence future legislation and subsequent implementation.