The extended discussion on internships has covered many aspects of the experience from all points of view. What still seems to be missing is a common understanding of how sites, educational institutions and the interns themselves define and thus shape that experience. The Canadian Museums Association once defined internship as "a continuous period of museum work completed in conjunction with a programme of formal study in which the theoretical material already learned, or being studied, may be put into practice under the supervision of a qualified individual or individuals." The definition does much to clarify the distinction between volunteer and intern and between intern and employee. It establishes the relationship between the training programme and the museum and specifies the primary responsibility of the internship site. The internship is transformed from open ended "work experience" or "job creation" to a planned and negotiated learning contract, one which allows interns to complement and enrich their existing skill and knowledge base; acquire new skills and methods beyond the scope of the programme; immerse themselves in the work culture and day to day operations of their chosen site while being guided and supported by both the museum *and* the training institution. The internship is both a confirmation of learning and a point of departure. At best, all three partners benefit. The training institution stays informed and current in terms of issues and practices in the field. The intern enjoys accelerated personal and professional growth. The site benefits from an injection of enthusiasm, new ideas and assistance with operations/projects. In practice all this is often difficult to accomplish, but does seem to be an appropriate goal. Like others on the list, our own interns struggle with the logic of paying college fees for 15 or 30 week block placements while covering re-location and living expenses. As faculty supervisors, our role is often difficult to sustain at a distance. Yet despite their real and perceived faults, internships continue to be one of the few school to work transition opportunities for entry-level practitioners. Without them, we would all be much the poorer. Helen Knibb, Co-ordinator Museum Management & Art Conservation Techniques Programmes Sir Sandford Fleming College Peterborough, ON, Canada, K9J 7B1