<p>Virtual internships have become an essential component of modern higher education, offering students flexible access to practical experiences, particularly in the wake of the COVID-19 pandemic. Despite their growing popularity, limited quantitative research has examined student satisfaction with these programs in tertiary institutions. This study evaluated student satisfaction with virtual internships and explored associations with learning outcomes, industry exposure, mentorship quality, and technological support. It also assessed differences between virtual and traditional internships in skill acquisition, practical experience, and broader career development outcomes. A quantitative descriptive survey design was employed, using structured questionnaires to collect data from 300 students across diverse academic disciplines. Statistical analyses, including descriptive statistics, t-tests, Pearson correlation, and multiple regression, were conducted using SPSS. Findings indicated that students reported high overall satisfaction with virtual internships; however, none of the examined factors showed significant associations with satisfaction levels. Traditional internships received significantly higher ratings for skill acquisition and practical experience, while both formats were equally effective in supporting career readiness and professional development. Program improvements based on student feedback showed no significant association with either satisfaction or effectiveness. By offering one of the first large-scale quantitative evaluations of virtual internships, this study provides higher education institutions with actionable evidence to design inclusive, flexible, and student-centered Work-Integrated Learning (WIL) models. These insights are critical for aligning internship programs with the realities of a hybrid workforce and preparing students with both practical and digital competencies that support employability, adaptability, and long-term career success.</p>