This study explores the integration of entrepreneurial thinking into Work-Integrated Learning (WIL) for Medical Laboratory Science (MLS) students, aiming to enhance their readiness for the evolving healthcare landscape. A sample of 65 students from a Biomedical Sciences program participated in the research, utilizing a five-point Likert scale questionnaire based on Kolb’sKolb, D.A. Experiential Learning TheoryKolb’s experiential learning theory. Data analysis identified patterns across the four key phases of experiential learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The findings highlight that while MLS students excel in technical competencies, there is a significant gap in advancing entrepreneurial skills. Concrete experiences centered on problem-solvingproblem-solving, but opportunities for collaborative activities and exposure to entrepreneurial ecosystems were limited. Reflective practices, such as feedback and supervisor guidancesupervisor guidance, were crucial for student development, but the integration of entrepreneurial frameworks like Effectuation Theory and the Lean Startup Method into the curriculum was insufficient. The study suggests a comprehensive framework for incorporating entrepreneurial thinking into MLS education through WIL, emphasizing hands-on learning, structured reflection, and industry partnerships. The research advocates for the inclusion of entrepreneurial concepts in MLS curricula, enhancing students’ ability to innovate and address healthcare challenges. This approach not only strengthens their professional competencies but also equips them to drive healthcare innovation and societal impact.