<![CDATA[Music education in non-formal settings is important for helping learners develop their thinking skills, emotions, and physical abilities.It also encourages creativity, self-discipline, and confidence in individuals. However, there is a lack of sufficient research on how internship programs in non-formal music education support the professional growth of future music teachers, especially in relation to understanding and addressing the varied needs of students and the challenges that arise in the classroom. This study is designed to examine how the internship program at Nata Music Course Medan is implemented and to assess its impact on enhancing the pedagogical, professional, and interpersonal skills of undergraduate students. The study used a qualitative descriptive method that involved observing participants, keeping records, and writing reflective notes based on experiences during the internship period. The internship activities included providing classroom instruction, guiding students through their learning, managing classroom activities, and taking part in institutional events as well as music performances. The results show that direct teaching experiences improved students' ability to instruct, communicate effectively, manage the classroom, adapt to different situations, and solve problems, especially when working with students who display a range of behavioral and emotional needs, such as tantrum behavior. Participating in institutional management and extracurricular performance activities helped students develop a stronger sense of professional responsibility and gain a better understanding of non-formal music education practices. The study finds that learning through internships in non-formal music settings successfully connects classroom theory with real-world practice, helping to develop skilled, thoughtful, and flexible future music teachers, and offering useful ideas for enhancing internship programs in music education.]]>
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