If most mass communications instructors could have their way, they would choose an urban setting in which to organize internship programs for their students. In a large city, with a vast supply of mass media outlets and many dozens of media adjunct organizations, students can choose from many venues to obtain valuable experiential learning. However, there are disadvantages: since the higher paying, more prestigious jobs are urban, students do not stand much of a chance of forming contacts that could lead to a job after graduation. If the rural internship offers more realistic possibilities in the area of job contacts, those possibilities are few in number nevertheless. The University of Tennessee at Martin offers a good example of the advantages and disadvantages of a rural setting. Students at a rural school whose internship is limited to three credit hours because of issues concerning accreditation are left with limited options: (1) doing their internship during the summer at another location; (2) settling for whatever local venue is available; (3) spending a semester at another location for only three credits; (4) or passing up the internship altogether. Rural universities therefore must do everything they can to assist their students by giving professional and financial advice about internships at other locations; by constantly pestering administrators for traveling funds for undergraduates; by cultivating relationships with professionals outside the university; by developing programs to substitute for internships, such as externships (1-day programs) or graduate internships (programs after graduation). (TB)