The changing financing model for public institutions of higher education has brought into focus the importance of alumni fundraising and the factors that increase the likelihood of giving. Recognizing these dynamics, higher education leaders are increasingly implementing what are known as high-impact practices into the student experience with the hope of strengthening a student's long-term connection to the university. The purpose of this study was to understand how participation in high-impact practices during the student experience contributed to a desire to give financially as alumni to their alma mater. Using qualitative phenomenological design, I individually interviewed 10 participants chosen through purposive sampling who were alumni who experienced high- impact practices during their time as students. Data analysis using a whole-parts-whole technique resulted in two themes that emerged, which were the impact of meaningful student experiences and relational dimensions to giving. Recommendations from this research include operationalizing data to segment alumni populations, increasing participation in high-impact and other meaningful student experiences, and creating partnerships across various stakeholder groups. The findings from this study can help guide institutional leaders towards navigating a fundraising reality that reflects the importance of a unified university community working together to create strong student engagement, ultimately resulting in increased alumni financial support. [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.]