Using a state-wide college student dataset, this study examined how the type of student-faculty interaction uniquely conditions the predictors of student-faculty interaction (student characteristics affecting the level of student-faculty interaction, in this case) as well as the effects of such interaction on select college outcomes. The results suggest that the level of student-faculty interaction varies by student characteristics as well as by type of interaction. Additionally, this study also uncovers findings related to how the type of student-faculty interaction conditions the effect of such interaction on students' cognitive, affective, and civic outcomes. The authors discuss the theoretical and practical implications of the findings.