In this qualitative feminist narrative analysis of eight women's reflections on their co-curricular involvement as cast members in Eve Ensler's iconic feminist play "The Vagina Monologues," I seek to understand the ways that participants ascribe meaning to these experiences five or more years later. While evidence in the literature suggests that interpersonal, intrapersonal, and cognitive growth evidenced in college will continue to influence students after graduation, there is little evidence suggesting specific student involvement experiences play a role in former students' lives years later. I studied lasting influences and associated meaning-making by conducting individual and collective interviews with individuals who, during their time in college, engaged in a particularly provocative co-curricular experience--a production of "The Vagina Monologues." Prior research shows it is apparent the play affects students; this study examined the extent to which the play influenced these individuals over time by exploring the stories women share about their involvement experience today. Findings from this study indicate that the play was a catalyst for further engagement, a location of connection, and an influence on these women over time. This study also shows how feminist narrative methodology can enrich the study of and praxis within higher education. [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.]