High-Impact Practices (HIPs), such as participating in undergraduate research, completing an internship, and creating a senior-capstone project, are becoming prominent within the academy. Scholars have surmised that aspects of HIP quality (e.g., student effort, peer collaboration, and faculty interaction) lead to greater desired outcomes for students (e.g., engagement, GPA, and satisfaction). Despite a lack of evidence for this assumption, state policy makers and institutional boards are including these aspects of quality when creating HIP programs. Using data from the 2015 administration of the National Survey of Student Engagement, respondents who participated in undergraduate research, internship, and senior capstone were asked additional questions regarding their quality of experience. The results from this study indicate that increased levels of expectations, faculty interaction, and real-world application are related to increases in desired outcomes; however, these relationships are not consistent between privileged and underserved student populations. Recommendations for policy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]