In this case study we aim to highlight the potentials and pitfalls in the content and construct of curriculum-based internship programs of higher education in Sport Science at a Danish University. Firstly, we analyzed one hundred student assignments concerning student reflections on relevant work tasks, perceived barriers, possibilities, and learning outcomes in their eight- week internships. Secondly, in a following focus group interview, the student statements were compared with the perspectives from five labor market representatives from (1) sport organizations, (2) sport clubs, (3) schools, (4) private companies, and (5) municipalities and regions. We found a robust association between applied knowledge, skills and competencies reported by students and the focus group attendants. However, we highlight the importance of distinguishing between generic and education-specific knowledge, skills and competencies. In addition, we emphasize the prominence of a transparent course program in order to explicit the actual and intended interplay between on and off campus activity, as well as coordination, early dialogue and collaborative engagement between placement supervisors, students and educational institution supervisors. Employability, student autonomy and the acquisition of research-based knowledge are essential aspects of academic education and university policy. However, if they are not well balanced, there is a risk that one aspect will disavow the other. Specifically, when research-based, theoretical teaching on campus is converted into carefully structured placement activities in practice, student incapacitation and an inappropriate narrowing of academia might occur. This must be considered in the development and settlement of employability-based course activities at the universities.