Work-Integrated Learning (WIL) has emerged as a critical strategy in higher education to bridge the gap between academic knowledge and professional practice. This study examines the role of WIL among Generation Y and Z students in the mental health profession, focusing on assessment practices, challenges, and best practices within the Philippine context. Using a qualitative literature-based approach, the paper synthesizes existing studies on WIL implementation, highlighting issues such as skill mismatch, inadequate supervision, and student well-being. Findings indicate that effective WIL requires multi-source assessment, strong institutional-industry collaboration, and structured reflective learning. The study concludes that adapting WIL programs to the characteristics of younger generations enhances employability, professional identity formation, and readiness for mental health practice. Recommendations are proposed to improve WIL frameworks and promote inclusive participation.