This study explores how work-integrated learning (WIL) in higher education contexts translates for Indigenous Australian students and subsequent notions of their employability. Through a mixed methods survey, the paper identifies problematic issues that exist in current comprehensions of Indigenous Australian graduate employability readiness; and validates the Indigenous student voice via Western methods. Insights from Indigenous Australian students highlight themes of cultural safety and individualized approaches to employability promotion, amongst others. Survey results inform recommendations for tertiary institutions to consider regarding WIL reform.