This study interviewed 18 graduate students in higher education programs nationwide concerning their experiences in an administrative internship. Specifically, the study addressed the following issues: connections made by students between the internship and classroom experience; student outcomes from the internship experience; and differences in internship experiences between students at the master's (n=10) and doctoral (n=8) levels. The interview protocol included questions related to the structure of the internship, reflection, requirements, workload, and relevance to the student's program and professional goals. Content analysis identified four major themes: (1) organization of the internship; (2) opportunities for professional development; (3) a chance for involvement and a sense of "belonging"; and (4) associations between theory and practice. Analysis led to the following recommendations: departments of higher education should consider providing adequate and commensurate credit for faculty who serve as supervisors of higher education interns; internships should be highly structured in order to provide time for meaningful "job shadowing," the completion of specific job-related tasks and projects, and group and personal reflection; and higher education departments without a structured internship program should consider partnerships with the campus office of cooperative education. (Contains 34 references.) (DB)