This study explores 38 students of mechanical engineering at the University of Technology. The experiment group and the control group are used to compare the differences in the satisfaction of students with and without the intervention of topic-oriented teaching materials, and to understand the situation of learning satisfaction after the training with external students. This study uses a questionnaire distribution method for analysis and research. The content of the questionnaire is divided into two parts: student background attribute data and student learning satisfaction. The analysis is based on descriptive statistics and t test correlation. The results show that there are significant differences between interventional teaching materials and student learning satisfaction. The value of “Course Teaching” is 4.965 p <.001; the value of “Internship Environment” is 2.183 p <.05, and the value of “Internship Tutoring” is 4.423 p <.001. The study found that the learning level of “Course Teaching”, “Internship Environment” and “Internship Tutoring” has improved significantly. Before the internship, students conducted project-based off-campus internship teaching material teaching, so that students have a certain cognition for the enterprise during the internship. Preparing knowledge and standards can also improve self-study performance. Finally, on the basis of the research results, this study puts forward related suggestions, project-based and future research for improving undergraduate internships.