This study examines how one college in a large private university sought to benefit its students by implementing a program of faculty-mentored, co-curricular high impact practices (HIPs). This qualitative single case study uses confirmatory and exploratory document analysis to examine how an educational leader translated institutional purpose via unit leaders and program managers into the educational practice of faculty mentors. The researcher found stronger and weaker areas of alignment of institution purpose to educational practice across a systems theory-based purpose-to-practice continuum. Variety in the concentration of themes across the data may be due to how these themes were emphasized in the administrative directives and could indicate a training gap in HIPs. In addition, the researcher found that certain HIPs were used more frequently, first- and second-year undergraduates rarely participated, and themes emerged from the educational practice narrative that were important to participants that did not appear in institutional purpose documents. The study offers recommendations to leaders in higher education to: (1) use institutional purpose language clearly in administrative directives; (2) educate faculty to create high-quality HIP opportunities for underserved students; and (3) acknowledge program impacts that fall outside declared institutional purpose. [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.]