As the last major preparation for students prior to their decision to enter the sport management profession, internships likely provide a significant influence on students°¦ subsequent career outcomes, such as (a) perceptions about future career success, (b) commitment to the occupation as a whole, and (c) intentions to enter the sport management profession. In general, previous literature has praised internships as positive experiences for students, crucial to their development as sport managers. However, from another perspective, it is possible that the value of internships might not be as positive as once thought. Consider, for example, that (a) many sponsoring organizations view interns as a source of cheap (re: exploitable) labor and (b) interns are oftentimes positioned in low-level jobs completing menial work (see Verner et al., 2001). If this is the case, then the internship may actually be detrimental to students°¦ subsequent career outcomes. Thus, there is evidence of two perspectives of internships, one positive and one negative. The purpose of this study was to examine this issue further by examining the impact of the internship on students anticipated career success, occupational commitment, and intentions to enter the sport management profession. A non-equivalent control group design was used to collect data from 138 upper-level sport management students (71 interns, 67 non-interns). Data were collected via questionnaire during the first week of the internship and again at the end of the internship. The questionnaire requested participants to provide demographic information and to respond to items related to their anticipated career success as a sport manager (see Greenhaus et al., 1990), occupational commitment (see Meyer et al., 1993), and intentions to enter the sport management profession (3 items developed for the study). A doubly multivariate repeated measures model indicated that, while interns and non-interns did not differ at the first stage of data collection, they did differ at the second stage (i.e., after the internship) for all three career outcomes. In each case, non-interns had higher scores than did interns. Structural equation modeling demonstrated that occupational commitment completely mediated the relationship between anticipated career success and intentions to enter the sport management profession: c2 (41) = 165.57, p < .001; SRMSR = .061; CFI = .95; PNFI = .70. These results demonstrate that the internship might not have the positive pedagogical, affective, and professional outcomes once thought. Therefore, alternative instructional methods (e.g., consulting, sport management simulations) could be considered. Keyword(s): college level issues, professional preparation, sport management