Around the world governments have linked economic and social policies to widening participation in higher education, resulting in the growing diversity of the student cohort (Benson, Hewitt, Devos, Crosling & Heagney, 2013). This places demands and obligations on universities to ensure that capable students can participate fully in all teaching and learning activities, including WIL. While much has been done to assist an increasingly diverse student cohort to participate in higher education, particularly during first year, concerns have been expressed more recently over the issue of access and equity in WIL. Some WIL practices have been found to lack flexibility and are not underpinned by principles of inclusive practice which can exacerbate disadvantage for a range of students (Orrell, 2011). The cost of WIL to students, the role of partners and a broader conceptualisation of WIL beyond the placement model, feature as emerging challenges to inclusive WIL (Moore, Ferns & Peach, 2012). Atchison, Pollock, Reeders and Rizzetti (2002) highlight that effective design and management of WIL activities requires an appropriate accommodation for the diverse needs of learners. A strategic consideration in terms of curriculum, policy, support services and resourcing based on an understanding;-of, and commitment to, principles of inclusive practice within the WIL context is urgently required (Orrell, 2011).