Without rigorous science communication training programs, students in the food, agriculture, natural resources, and human (FANH) often lack the necessary skills and abilities to discuss science-related issues. To mitigate these issues, faculty developed a rigorous science communications training program to prepare students with the skills necessary to become effective communicators of science in the public domain. Students commit to a yearlong experience that includes a science communications course, technical and leadership skills development activities, a paid summer internship with field supervisors, a spring retreat and fall communications symposium, one elective outreach experience, and yearlong mentorship. For our study, we focused on the paid summer internship experience to compare perceptions of students and field supervisors regarding students’ performance. We used an online survey and census sampling (i.e., all students and field supervisors were recruited) to collect descriptive data through mid- and post-internship assessments to determine students’ perceptions of professional growth (e.g. work ethic, honesty, initiative, etc.) and skills (e.g., leadership, speaking, writing, etc.). Seventeen students and 16 field supervisors’ perceptions were included in our study. We found students’ professional and skills growth were rated above average (as perceived by students and field supervisors) with minimal change from mid- to post-assessment. Students who participated in the program appeared to be adequately prepared during their paid summer internships, likely due to their involvement in the science communications course. This course provides an opportunity for students to develop or refine the skills and knowledge necessary to effectively communicate scientific information and navigate the professional workforce. These findings underscore the significance of incorporating formal science communication training prior to engaging in an internship.