This chapter explores how the intersections of race, gender, and class combine to affect Black undergraduate women and their engagement with high impact practices (HIPs). Specifically, this chapter describes the extent to which Black undergraduate women engaged in HIPs of service-learning, research with faculty, and internships; describes factors that contributed to their engagement (or non-engagement) in the HIPs, while attending a PWI; and explores the role race, gender, and class had on engagement (or non-engagement) with these HIPs. This study used a two-phase sequential explanatory mixed methods approach, which consisted of an electronic survey (n = 190) and semi-structured interviews (n = 10). Survey items were taken from the National Survey of Student Engagement, The College Student Report. The study was conceptually grounded by intersectionality, which allowed an exploration of how social inequalities and power relations intersect to potentially influence the college experience of Black women. Findings indicate that Black women are engaging with HIPs. Factors contributing to engagement included positive faculty interactions, desire to make connections on campus and the need to acquire real world work experience. Factors contributing to non-engagement included lack of knowledge regarding HIPs and the impact of the campus climate on students' sense of belonging and occurrences of stereotype threat. [For the complete volume, "African American Young Girls and Women in PreK12 Schools and Beyond: Informing Research, Policy, and Practice. Advances in Race and Ethnicity in Education. Volume 8," see ED673938.]