The editors explore the extent to which the desired increase in practical relevance in studies is actually achieved as part of the Bologna Process and what contribution internships make. Different perspectives are taken into account: employers, universities, and students. A focus is placed on research findings regarding concepts and effects of internships in various academic cultures, including teacher training, which were determined in the BMBF project "Evidence-Based Professionalization of Practice Phases in Extracurricular Learning Environments" (ProPrax). Conclusions for the design of internships and for the professionalization of teaching are derived.