Work-integrated learning (WIL) is an important component of the Bachelor of Health Science (Mental Health), at Charles Sturt University, Australia. All students in this degree are of Aboriginal or Torres Strait Islander heritage and many are employed by area health services across two different states in traineeship positions that can then be used as WIL experiences in the program. A range of policies have been implemented across Australia and these policies note the importance of culturally safe workplaces for all people engaging in services that promote cultural responsiveness, integration, worker safety and care, collaboration, and innovation. This paper will discuss the complex environments in which these Australian First Nations students engage in WIL. Wellbeing models for Indigenous peoples in Australia and New Zealand and how these can support students during WIL are explored. Implications and recommendations for the use of a wellbeing model to strengthen and support Indigenous students will be provided.