High-impact practices (HIP) are evidence-based teaching and learning tools that improve learning and student engagement. This study investigated HIP implementation in undergraduate introduction to exercise science classes. Faculty at 182 academic institutions reported about the type and number of HIP used in their introductory course. Instructors reported an average of 1.3 ± 1.2 hIP were used and the most commonly reported was collaboration (n = 98or 79.7%). Instructors at 4-year public (1.03 ± 0.98; p < 0.001) and 4-year private (1.26 ± 1.14; p = 0.005) institutions reported significantly fewer HIP than instructors at community colleges (2.12 ± 1.58). There was a significant difference in the number of HIP used by the number of students per section (p = 0.016) with 0-25 (1.4 ± 1.18; p = 0.024) and 26-50 (1.32 ± 1.20; p = 0.043) using significantly more HIP than sections with 101+ students (0.62 ± 1.17). HIP are used more frequently in introduction to exercise science classes with fewer than 50 students and those taught at community colleges. As many students begin their degrees at community colleges, HIP can be supportive of students remaining in the degree track.