The delivery of research-informed education is a fundamental principle held by universities and is a principle that work-integrated education (WIL) should not be exempt from. In the 1980s and 1990s, critical reviews of the WIL literature suggested WIL research required significant development. Since these reviews were conducted a significant, well-developed body of literature has formed and increasingly WIL models of delivery are relying on research findings to inform program design. However, despite these successes, significant challenges and research gaps still exist. Authors in this "APJCE" special issue have given attention to a number of areas that present as challenges. The area of negative and neglected research findings are highlighted and the reexamining the nature of the relationship between the student and workplace supervisor has been discussed. A model of enabling transformative learning is presented and an investigation of the influence of WIL experiences on undergraduate student study direction choices has been reported. Other areas in need of further research attention are also discussed.