The goal of this 3-article dissertation was to examine the differential effects of varying campus experiences on student "thriving," drawing from Schreiner's (2010) conceptual framework. The articles are quantitative studies, all of which conducted structural equation modeling to identify differential pathways to thriving for students of different racial/ethnic identities and class levels. The first article assessed whether first-year students' satisfaction with the first-year seminar and with first-year seminar faculty contributed to the variation in their thriving. The structural model of thriving was a good fit for the sample of 291 First-Year Seminar students from a single institution ([chi-squared subscript (350)] = 656.244, p = 0.000; CFI = 0.942; RMSEA = 0.055 with 90% confidence intervals of 0.048 to 0.061) and explained 83% of the variation in thriving levels. Students' psychological sense of community had the largest direct effect on thriving, followed by their satisfaction with the FYS course and faculty inclusion of diverse perspectives. The second article studied the extent to which participation in specific high-impact practices in the sophomore year contributed to the variation in thriving, cultural engagement, and a sense of community for second-year students. The structural model was a good fit for the sample of 321 sophomores from five postsecondary institutions ([chi-squared subscript (371)] = 678.896, p = 0.000; CFI = 0.910; RMSEA = 0.051, with 90% confidence intervals of 0.045 to 0.057) and explained 69% of the variation in thriving levels. Among these sophomores, a psychological sense of community had the largest direct effect on thriving, followed by their perceptions of culturally engaging campus environments, spirituality, and frequency of faculty interaction. Sophomore programming and participation in the specific high-impact practices of learning communities and community service contributed indirectly to thriving in the sophomore year. The third article conducted a mixed methods comparative analysis of campus experiences reported by high and low thrivers among first-year and senior-year students of color, to determine the campus experiences that contributed to their self-reported thriving levels. Two structural models of thriving were a good fit for the sample of 970 students of color across 38 institutions. The model for 588 first-year students of color ([chi-squared subscript (378)] = 762.876, p = 0.000; CFI = 0.953; RMSEA = 0.042) explained 70.3% of the variation in thriving levels and found sense of community had the largest direct effect. The model for 372 senior students of color ([chi-squared subscript (377)] = 864.459, p = 0.000; CFI = 0.917; RMSEA = 0.059) explained 73.1% of the variation in thriving and also found sense of community had the largest direct effect. A content analysis of students' responses to an open-ended question about what had affected their thriving that semester revealed academic progress, peer relationships, and spirituality were reported by high-thriving students of color, whereas health challenges and dissatisfaction with the institutional climate contributed to low thriving. Together, these three studies discovered new pathways to thriving for first-year, sophomore, and senior students, as well as for students of color. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]