This study examines the influence of collegiate environments and experiences on students' innovation capacity development. Drawing on a longitudinal sample of 528 first-year undergraduates from seven institutions in North America, we suggest that college can promote innovation capacities over and above students' personality traits, entering characteristics, and pre-test scores. Specifically, taking innovation-related coursework, having positive interactions with faculty, exposing students to assessments that encourage argumentation, and supporting students' career trajectories were influential. Discussion and implications for postsecondary educators are provided, emphasizing the need to include all students in innovation-related efforts.