Internships, practica, and field experiences have been touted as essential to prepare effective school leaders. Borrowed from the field of medicine, educational leadership internships are intended to help practitioners gain experience near the completion of their formal preparation (Milstein, Bobroff, & Restine, 1991). Over the years, a variety of internship formats have evolved, but research has not kept pace. This research gap suggests an urgent need to address whether and how field experiences provide the time, rigor, or relevance needed to influence aspirant leaders' actions and attitudes. This paper describes the types of internships, its criticisms, and evidence of internship effects. The authors' analysis of internship research suggests a more comprehensive research and policy agenda is needed to address: (1) program effects on interns' attitudes and skills, (2) long-term effects once school administrators are on the job, (3) how internship tasks, program activities, and designs vary across educational leadership preparation programs, (4) mentor selection, preparation, and influence on interns' development, and (5) developing financial support for full-time internship.