The purpose of this study is to better understand the relationship between criminal justice internships and knowledge domains. Kolb's four experiential learnings stages of experience, reflection, abstract conceptualization, and active experimentation are assessed using the Experiential Learning Variables and Indicators Scale (ELVIS) to provide a composite measure of 700 monitoring reports received from 101 student interns at a Midwestern university. A Pearson correlation coefficient is calculated to assess the relationship between each ELVIS characteristic, gender, and overall score. Data indicate students experienced levels of physical, emotional, and intellectual risk-taking while completing field-based activities. However, few opportunities existed for students to practice applying new concepts to situations during their internship. Moreover, the locus of control in defining internship activities was markedly a function of the host agency. Anecdote collected from monitoring reports is provided to deliver additional insight into students' experiences via a phenomenological method. An agenda for future research is suggested.