The inability of vocational electrical technology (VET) students to transit from school-to-work after graduation shows that the practical skills needed for employability are far from being achieved. This has caused an increased unemployment rate among VET students. Hence, this study ascertained the relationships between problem-based intervention via tasks-based conduit wiring scenarios in VET students' practical skills acquisition (PSA). Specifically, this study determined the sequential mediation effects of intrinsic motivation and ability beliefs on problem-based and practical skills acquisition relationship. A cross-sectional study design was adopted for the study. Data was collected from 78 VTE students that gave their consent to participate. The outcome revealed that problem-based intervention is a positive and significant predictor of VET students' practical skills acquisition tasks. The result also revealed sequential mediating effects of intrinsic motivation and ability beliefs on problem-based and practical skills acquisition relations. This study is unique in that it examines how intrinsic motivation and ability beliefs sequentially mediate the link between problem-based interventions and the development of practical skills in vocational electrical technology (VET) students. By addressing the critical gap in employability skills through task-based conduit wiring scenarios, it provides novel insights into enhancing school-to-work transitions for VET graduates.