Faculty and administrators at postsecondary institutions continue to grapple with understanding the dynamic nature of student activism. In response, the National Survey of Student Engagement administered a supplemental item set following the 2016 presidential election, in which more than 3,000 respondents were asked about their involvement in activism. Leveraging these data, this study employed multilevel modeling to measure the relationship between activist behaviors and student backgrounds, high-impact practice (HIP) participation, involvement in student activities, and institutional characteristics. The present study adds nuance to and models the connection among HIPs, student identities (e.g., queer, black or African American), and student activism. Implications for practice and research are shared that outline a renewed understanding of student activism as a pillar of civic learning and democratic engagement work in higher education.