<![CDATA[Work readiness acts as a crucial measure of the effectiveness of vocational education in equipping graduates to meet the demands of businesses and the industrial sector. The purpose of this research is to explore how internship experiences and motivation for learning impact the work readiness of vocational high school students focused on automotive engineering. A quantitative methodology was used with an ex post facto design. The study involved a sample of 125 students who were chosen through a technique of proportional random sampling. Data was gathered via a questionnaire designed with a four-point Likert scale. The analysis utilized descriptive statistics, analysis of variance (ANOVA), and multiple linear regression conducted with SPSS software. The results indicate that both internship experiences and motivation for learning have a positive and significant influence on the work readiness of students. Specifically, internship activities and learning motivation each contribute favorably to enhancing work readiness. Concurrently, these variables collectively account for the majority of variance in students' work readiness. These findings suggest that enhancing internship program quality and strengthening learning motivation should be prioritized by educational institutions in preparing graduates ready for the workforce]]>
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