This paper reviews the internship education models for social work undergraduates developed by universities across China and identifies their shortcomings based on the principles of evidence-based education. The findings reveal that these models can be divided into two categories: those describing “ actual” practices and those constructing “ideal” frameworks. According to evidence-based education principles, the effectiveness of existing models is primarily judged based on authority or theoretical perspectives, which constitutes low-level evidence. Most of these models are vague and lack practical operability. They also lack an overarching conceptual framework, ignore the voices of students as educational subjects, and fail to reflect the leadership and role of the China Association for Social Work Education. These findings have important implications for improving the quality of internship education for social work undergraduates in China.