This study examined adolescent developmental experiences and participation in extracurricular activities. Providing youth with multiple channels to nurture their development and acknowledge their interests and strengths can play a significant role in their holistic growth. This is a descriptive study of a mixed-methods design (quantitative and qualitative) in one private school in Saudi Arabia. Two types of data were collected in this study: survey and interview data. The survey instrument was distributed to students in 11th and 12th grade. Also, the survey was given to teachers participating in after-school programs to report their preferences and to triangulate data. In the quantitative part, students were asked to rate their experiences within six domains representing all of youth developmental assets found by the National Research Council (2002) in Saudi Arabia. First, the Youth Experiences Survey (YES 2.0) (Larson, 2010) was administered to all student participants. This survey consisted of six major domains and several items exist within each of these domains: Identity (Identity Exploration, Identity Reflection); Initiative Experience (Goal Setting, Effort, Problem Solving, Time Management); Basic Skills (Emotional Regulation, Cognitive Skills, Physical Skills); Interpersonal Relationships (Diverse Peer Relationships, Prosocial Norms); Team Work and Social Skills (Group Process Skills, Feedback, Leadership and Responsibility); and, Adult Networks and Social Capital (Integration with Family, Linkages to Community, Linkages to Work and College). This study showed that students' participation rate in sports was the highest amongst all extracurricular activities. Participation in sports is highly favored by students; however, it did not help greatly in developing a variety of learning experiences. Participation in Academics was rated lowest. Teachers expressed difficulty in getting students to participate in this activity. Arts came second to sports in participation rate and this provided a variety of learning experiences as reported by students and teachers. Community service was next to arts and this provided several learning experiences that were equal in capacity to arts. Community service and arts are the two most successful activities in helping students develop the different developmental experiences needed for this age group. The major domains reported within each activity were: Identity Experiences and Team Work and Social Skills in community service, Team Work and Social Skills in arts, Team Work and Social Skills in sports, and Initiative Experiences in academics. [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.]