Background: Practicum programs in Kenya's sub-county offices theoretically provide critical hands-on training for students, yet anecdotal evidence suggests widespread implementation failures. This study investigated the "practicum paradox"—the contradiction between formal training arrangements and ineffective learning experiences—through a case study of a Kenyan sub-county office. Methods: A mixed-methods case study design was employed involving 45 practicum students, 18 supervisors, and 7 administrators. Data were collected through structured questionnaires, semi-structured interviews, focus group discussions, and document analysis. Quantitative analysis included univariate descriptive statistics, bivariate analyses (Pearson correlations, chi-square tests, independent t-tests), and Structural Equation Modeling (SEM) to test relationships between training structure, supervisory effectiveness, organizational culture, and practicum outcomes. Qualitative data were analyzed thematically using content analysis, with findings triangulated across data sources. Results: Univariate analysis revealed that 64.4% of students rated training structure as low, 73.3% reported inadequate supervision, and 60% indicated learning objectives were not achieved, with students averaging only 8.4 hours of meaningful work weekly. Bivariate analyses demonstrated strong positive correlations between supervision adequacy and learning outcomes (r=0.742, p