Work-integrated learning (WIL) has proliferated throughout Canadian postsecondary education (PSE) in recent decades, aided by governmental support, employer demand, and student needs. Although the benefits of WIL are well-documented, limited attention has been paid to the empirical analysis of gender disparities in WIL access. This study leverages data from Statistics Canada's 2018 National Graduates Survey (NGS) to model gender-based differences in co-op participation--the most prevalent form of WIL in Canada. The findings demonstrate that women are significantly less likely to participate in co-op than men, but that this gender gap is entirely explained by differential field of study selection. Implications for practitioners and policymakers within the WIL ecosystem are discussed, and areas for future research on demographic inequalities in WIL access are identified.