Work-integrated learning in initial teacher education has gained significant attention in universities, often equated with mandatory classroom professional experience. This systematic literature review examines the conceptualisation of work-integrated learning and its implementation in initial teacher education programs over the past decade, addressing the need for clear explanations, practical strategies, and resource rationalisation for its incorporation. Analysis of 18 peer-reviewed articles from five countries reveals varied definitions of work-integrated learning across sectors and a predominant focus on professional experience in initial teacher education, with limited attention to wider professional experience. While traditional practicums remain valuable, there is growing emphasis on preparing pre-service teachers for modern education complexities through diverse work-integrated learning experiences. The review identifies research gaps, including limited exploration of academic and stakeholder perspectives, as well as geographical bias towards South Africa and Australia. It highlights the need for diverse research methodologies, international perspectives, and longitudinal studies to understand the impact of innovative work-integrated learning approaches on teacher effectiveness and retention. While this review is limited to English-language literature, which may exclude valuable perspectives from non-English-speaking educational contexts, findings have significant implications for initial teacher education program development and for future research directions, particularly in expanding work-integrated learning beyond traditional practicum experiences.