Students use college as a mechanism to reach their career goals; therefore, it is extremely important for institutions of higher education to determine what influences post-graduation outcomes. High impact practices (HIPs), educationally purposeful activities, such as study abroad, internships, and research with a faculty member, are effective methods for teaching the skills employers seek during the hiring process. Extensive research shows participation in HIPs leads to increased retention, persistence, and graduation rates. However, very little research has been conducted to determine if a relationship exists between HIPs and post-graduation outcomes. Using data from May 2018 graduates of the University of Kansas (KU), this dissertation evaluated whether HIPs, specifically study abroad, internships, and undergraduate research, contributed to graduates' ability to secure employment or continue education within six months of earning their undergraduate degree. As a result of this dissertation, KU students have a better understanding of how to invest their time and energy so they are better positioned to reach their desired post-graduation outcomes. Additionally, KU has richer data to use when making institutional and budgetary decisions and a set of recommendations to enhance the administration of HIPs at the institution. To examine the relationship between HIPs and post-graduation outcomes, this study used two surveys, First Destination Survey (FDS) and the National Survey of Student Engagement (NSSE) for May 2018 graduates at KU. NSSE data were used to collect HIP participation and FDS data showed post-graduation outcomes. In order to be included in this study, students had to have participated in both surveys. This study used descriptive statistics and regression techniques to answer the research questions about the participation in HIPs by KU students and if HIP participation is related to post-graduate outcomes for KU graduates. The findings showed major gaps in HIP participation among student groups. Race/ethnicity, age, and academic program were factors in whether or not students completed HIPs. Meanwhile, first-generation status, race/ethnicity, gender, and ACT scores had no influence over graduation outcomes. The study also showed relationships between participation in specific HIPs and graduation outcomes. Overall graduates who did not complete a HIP were 98% more likely to still be seeking employment or continuing education than graduates who completed a HIP. The dissertation made five recommendations to assist KU in improving HIP administration and participation. These recommendations include: tracking and assessing HIP participation and post-graduate outcomes; developing and integrating career readiness outcomes across the undergraduate curriculum; embedding HIPs into courses and program curricula; and, creating an on-campus internship program. [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.]