Internships are a distinct learning context, given that interns possess a blurred role status between student and employee. The distinctiveness of an internship, as a learning context requires investigation of which individual-level factors predict learning during internships and subsequently, how this learning impacts the acquisition of relevant workplace outcomes. Two rounds of longitudinal survey data were collected from final-year undergraduate students who participated in workplace internship programs (N=669). In this study, it was found that an intern's general learning orientation predicted internship learning, a relationship which was moderated by an intern's perceived overqualification, factors which in turn were shown to impact overall internship satisfaction. These results provide important insights for enhancing core student outcomes from work-integrated learning programs.