Quasi-internships can have a transformative impact on information systems’ capstone courses. Realizing this potential depends on pedagogical design, course delivery, and student engagement. This paper presents a teaching method based on experiential-learning pedagogical design to engage students via quasi-internships to improve career preparedness and team dynamics. This teaching tip provides a procedure for converting typical Harvard Business Cases into more experiential quasi-internships. We provide a 16-week outline of the typical deliverables for six IS career trajectories aligned with the model information systems curriculum. Instructors can customize these procedures to fit their course-and module-level objectives. The assessment of students’ feedback provides support for our customized quasi-internship methodology.