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Internships can play a crucial role in shaping students’ career trajectories. Past literature has consistently shown internships’ role in bridging educational experiences with career opportunities, particularly in competitive job markets (Jang-Tucci, Hora, and Zhang, 2024; Nunley et al, 2016). According to the National Association of Colleges and Employers, internships significantly enhance employability and early career success. Internships help equip students with real-world skills and industry insights (NACE, 2020). However, access to internships is not equitable. Research shows that race, class, gender, and social capital play an important role in shaping students’ access to internships and their future career outcomes (Gatta et al. 2024). The internship market favors students with high-status family resources, professional connections, and STEM and business majors (Hora et al. 2019; Leonard et al. 2016; Moss-Pech 2021; Wright and Mulvey 2021). Bourdieu’s theory of social reproduction (1973) and Crenshaw’s theory of intersectionality (1991) provide insight to understand these disparities which show how privileged students use the resources at their disposal while marginalized students face additional barriers. This study aims to contribute to the gaps between internship and post-college labor markets. By drawing on a six-year longitudinal interview study at a STEM focused institution, we examine the dynamics of internship participation and connection to students’ post-college career pathways. In addition, we show how intersecting identities influence both access to and post-college outcomes of internships. Our insights outline the urgency of addressing internship access disparities as a matter of labor market equity.