Achievement goal orientation has been studied within education for decades, and previous research has linked the construct to student achievement and engagement. This study uses the 2x2 achievement goal orientation as a framework for exploring high-impact practice (HIP) participation for approximately 8,000 college students across 15 different institutions participating in the National Survey of Student Engagement (NSSE). Through a series of binary logistic regression analyses, results suggest students who employ a mastery-approach orientation are more likely to partake in a variety of beneficial HIPs, such as learning communities, research with faculty, service learning, study abroad, culminating experience, and formal leadership roles. Results for the remaining achievement goal orientations were more mixed, with some positively predicting HIP participation and others emerging as negative predictors.