Time management of undergraduate college students has long been studied as it relates to student success outcomes such as retention, GPA, and more. However, less is known about the way college students actually use or allocate their time and how these patterns affect student success. To address this problem, the purpose of this study was to explore the time allocation patterns of first-year and senior students by a variety of demographic identities and personal characteristics, and to determine what, if any, relationship exists between time allocation and GPA, intent to persist, and high-impact practices engagement. Data were analyzed from the 2019 National Survey of Student Engagement (NSSE) using a sample of 30,050 first-year students and 38,187 senior students for a total of 68,237 students. Findings indicated that time allocation patterns differed for students based on demographic identity and personal characteristics. In addition, time allocation patterns, particularly time spent preparing for class and participating in co-curricular engagement, were correlated with GPA, intent to persist, high-impact practices engagement, and various other engagement indicators. Though the predictive strength of time allocation was minimal, the findings aid in the understanding of student success by way of understanding the impact of time allocation on high-impact practices and other engagement indicators. [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.]