If students are not able to access internships or career-based programming, they are likely to not acquire skills necessary to be college and career ready. In short, an abundance of research supports the problem of limited preparation of all students for college and career readiness in high school, which also affects success in college and/or career. The purpose of this present applied research quantitative study was to explore the impact high school internships have on college and career readiness, within the context of educational leadership. Specifically, this study aimed to determine whether there is a significant statistical difference between the perceptions of high school students who participated in an internship compared to those who did not participate in an internship. Results showed statistically significant differences in engagement, mindset, and value of subject matter between those who participated in an internship, and those who did not. Independent sample t-tests were used to conclude that there is a statistically significant difference in the impact internships have on college and career readiness. Additionally, results demonstrated that students who participated in an internship showed a statistical difference across gender and White students. There was insufficient data to support or decline any statistical difference of Black, Hispanic, Native American, Asian, Multiracial students, or free/reduced lunch status students. Findings also were centered around two leadership styles, culturally responsive and transformational leadership, for implementing internships within a high school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]