Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater impacts than their linguistically-minoritized peers. To that end, this study posed the question, What do recipients report postgraduation as benefits of earning a SoBL? In this qualitative investigation, 33 SoBL earners were interviewed postgraduation to analyze the benefits that they experienced from SoBL attainment. Four themes characterized the findings: increased employability in sales and education, pride and acknowledgment for linguistically-minoritized students, greater confidence and interest in postsecondary education, and difficulty receiving college credit. The article concludes with implications for strengthening the impact of the policy.