The evolution of the role of higher education institutions (HEIs) from knowledge generation to societal transformation has heightened the focus on how internship programs serve diverse student populations (Altbach et al., 2019). In Sub-Saharan Africa, there has been a notable trend toward incorporating structured and mandated internship programs into higher education curricula (Tumuheki et al., 2023; Muneza & Niwagaba, 2022) However, limited research examines how marginalized students experience these programs. This study investigated the experiences of a small group of self-identified marginalized student populations in Uganda participating in institutionally mandated internship programs at a selected public university in Uganda, exploring how these experiences influence work readiness and contribute to inclusive development. Using a qualitative phenomenological approach, the study conducted semi-structured interviews with 34 recent graduates from marginalized backgrounds, including first-generation students, women, those from low-income households, and individuals with disabilities. Through thematic analysis, four major themes emerged: the differential impact of internships on professional development, the systemic barriers faced by marginalized students, the complex relationship between internship programs and inclusive development, and the critical role of structured support systems in enhancing workplace readiness outcomes. The findings revealed that while internships contributed to professional confidence, structural challenges and inadequate institutional support often perpetuated existing inequities rather than alleviating them. [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.]