<p>Amid rising concerns about the theory–practice divide in graduate education, China has expanded its professional degree programs to better align academic training with industry demands. These programs emphasize hands-on experiences to cultivate workforce-ready competencies. Drawing on a nationally representative sample of over 48,000 students from professional master’s programs, this study investigates how professional practice contributes to educational achievement and how student satisfaction mediates this relationship. Guided by Student Engagement Theory, the study reveals that extended professional practice significantly enhances students’ perceived educational outcomes, especially among full-time students, male students, and those from higher socioeconomic backgrounds. However, the benefits of practice vary across disciplines, with business students gaining the most and students in social sciences and health fields experiencing diminishing returns at longer durations. Structural equation modeling confirms that student satisfaction plays a partial mediating role, underscoring the importance of emotional engagement in amplifying the effects of practical experience. These findings suggest that while professional practice is essential for strengthening graduate competencies, its impact is contingent upon student background and program design. For China’s evolving professional graduate education system, this research highlights the need to tailor practice-based curricula to specific disciplines and student needs while improving the quality and relevance of experiential learning. By enhancing student satisfaction and equity in practice access, institutions can better fulfill the mission of professional degrees in preparing students for complex, real-world challenges.</p>