This study employed a Sequential Explanatory Mixed-Methods Design aimed to explore the teaching internship experiences of BSED English teaching interns throughout the program across different contexts, specifically Off-campus and On-campus. Thirty-two (32) respondents consisting of pre-service teachers were from Cebu, Philippines. A validated questionnaire and a follow-up interview was used to gather data which was then analyzed using Descriptive statistics and Thematic Analysis. Results revealed that BSEd-English teaching interns were generally well prepared particularly in lesson designing and assessment of learning before their internship. Four themes emerged in Teaching Preparedness and Instructional Growth in Internship Contexts, which emphasized the role of feedback, mentorship, support systems, and resource availability in strengthening instructional competence. Five themes emerged in Internship Successes, Resilience, and Contextual Experiences of Preservice Teachers, which highlighted equity considerations, time management, practical exposure in varied settings, and the use of innovative strategies such as gamified instruction and supplementary resources. The findings indicate that appropriate preparation, improvements, support, and resources are crucial to an intern’s professional growth. It is recommended that educational institutions strengthen their financial and administrative support, provide a consistent access to instructional resources, and enhance mentoring systems to enhance the internship programs.