Internships can be valuable learning experiences, providing opportunities for professional exploration, development, and growth. While 74% of freshmen plan to participate in an internship during college, only 48% of seniors are completing these experiences (National Survey of Student Engagement, 2017a, 2017b). This study examined the ability of demographic and college environment variables to predict internship participation for undergraduate students. Logistic regression analyses revealed five significant pre-college predictors (race, gender, age, first-generation status, and future educational plans) and one significant college environment predictor (participation in other high-impact practices). Asian American students, male students, older students, first-generation students, and students without future educational plans were less likely to participate in internships than their counterparts. Students who participated in more high-impact practices (including learning communities, undergraduate research, study abroad, service-learning, and capstone experiences) were more likely to participate in an internship during college. Institutions can support students who are less likely to participate by providing individualized advising and financial support, as well as by ensuring that internship courses can be used to fulfill degree requirements. Additionally, colleges and universities should consider building high-impact practices into the curriculum for freshmen and new transfer students in order to improve internship participation for students from a variety of backgrounds. By addressing barriers to internship participation, higher education institutions can improve access to transformative opportunities for undergraduates. [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.]