For decades, scholars have studied how individuals are shaped by experiential learning. Dozens of learning models have been developed to better understand how experiential learners acquire new knowledge and skills. In a higher education setting, many students "learn by doing" through internships. As one of Kuh's high-impact practices, internships have been researched for years; however, much of what we know about them is limited to individual student outcomes post-internship. For instance, internships increase employability, improve academic outcomes, develop skills, and expand social capital. Much of the existing research is positioned from the employer's perspective while relatively few studies include the intern's voice. In short, internship studies have had limited input from interns. This study added student voices and experiences to the existing research of internships as a high-impact practice. Specifically, this study examined how undergraduate students experienced socialization during their internships and how these experiences shaped their academic and career decisions. Participants included four alumni of Desert Hills University who completed at least one internship during their undergraduate years. Each alumnus participated in an in-depth interview and constituted a unique case in this qualitative multi-case analysis. The alumni experiences were supplemented by two employer internship coordinator interviews. Interviews were transcribed, and general themes within cases were identified through coding. An analysis of themes across cases resulted in findings that extend the current literature related to internships as a high-impact practice and socialization. Specifically, intentionality in internships matters. Because many internships occur off-campus, institutions may feel less responsibility for their outcomes. However, all stakeholders benefited when faculty and academic advisors were involved, learning outcomes were proactively identified, and tasks were clearly aligned with the organization's mission and the intern's values. Caring and personal interactions between interns and organizational leadership contributed to feeling valued. Conversely, participants felt that internships were less beneficial when dissonance existed between organizational and personal values. Recommendations include centralizing internship processes and creating a coordinating body to address access to quality experiences. Connecting academic advising appointments with career coaching can also solidify learning outcomes and intentionally integrate internship experiences with academic studies and post-college plans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]