As students are more likely to be under employed post-graduation, and employers find it increasingly more challenging to fill positions with effective candidates, educational stakeholders are being challenged to develop the humanistic traits of students within an infrastructure that that has traditionally excelled in subject matter mastery. In response, many institutions have strengthened their internship programming, as it is perceived to be a progressive approach that still fits within the paradigm of credential based education. However, the inability to empirically link employability interventions to on-the-job performance has impeded the expansion of nontraditional educational offerings, justifying the need for an assessment of a recent transition from a concurrent employability model to a sequentially aligned model at the site of this research. Considering that the employability programming transition had already taken place at the site of this research, an ex post facto approach was employed. This quasi-experimental analysis lends itself to a deductive interpretation of the differences and associations in students' employability at their internship, and the efficacy that these outcomes have on their post-graduation employment outcomes. Additional longitudinal analysis provided insight into the unique student characteristics represented in this sample, and the associations and differences in both summative internship, and post-graduation, employability metrics. The research indicated that sequentially aligning employability interventions were found to have a significant relationship with students citizenship, critical thinking, and problem solving skills, but there were no significant findings between the sequentially aligned programming and students' post-graduation employment outcomes. In regards to the relationship between student characteristics and the assessments of employability skills during the internship, 34 significant findings indicated that contextual indicators may be a leading indicator for employability during the internship. Longitudinally, 25 employability skill assessments were analyzed for statistical significance in relationship to post-graduation employment metrics. Skills within the communication and self-management dimension were found to have a significant relationship with post-graduation employment status, job relatedness, and students' reported annual salaries. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]