Work-integrated learning (WIL) can be expensive for tertiary students. There are potential accommodation, equipment, and travel expenses, as well as opportunity costs associated with lost income when completing unpaid WIL placements. Non-remunerative financial support such as bursaries, scholarships, stipends, and honorariums (collectively 'WIL studentships') can defray student expenses and facilitate access to WIL for students of diverse backgrounds, alleviating equity concerns. Careful consideration is required, however, when designing WIL studentships to maximize the opportunities and minimize the hazards for stakeholders. This article arises from the first known systematic study examining WIL studentship design across Australian institutions, which included a qualitative web-based study of 59 WIL studentships. The article presents a typology of WIL studentships developed from that study. In addition, two case studies are presented as to facilitate examination of key features of WIL studentships, identify risks, and provide a basis for recommending effective practice in WIL studentship design.