A decrease in funding sources for campus child care centers created in part by societal changes have caused many centers to close or adapt the structure of their programming. The campus based child care centers that have sustained have developed closer partnerships with the institution of higher education to which they are attached, and as such, they have developed unique models of intergenerational learning and communities of practice. The purpose of this case study was to explore undergraduate student engagement, through collaborative activities with a campus child care center, at a small liberal arts college in the Northeast. The participants in this case study were faculty and undergraduate students that engaged in collaborative activities with children that attended the campus child care center. Observations, interviews, and student reflections were used for data collection. The case study provides historical perspectives and key findings for the broader campus communities seeking to develop and design innovative methods of incorporating high-impact practices stemming from undergraduate student engagement theory. The findings of this study demonstrate a connection between collaborative activities and 21st century skill development, student engagement, development of a sense of community, high-impact practices, linking theory to practice and coursework, and intergenerational learning. [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.]