We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the "American Psychological Association (APA) Guidelines for an Undergraduate Psychology Education"; the frequency of student participation in research, study abroad, and field placement; and the frequency of student-faculty interactions. We describe the percentage of psychology majors who have these program-relevant experiences. We also demonstrate that there are relationships between key high-impact activities and graduate school attendance, assessment test scores, and program completion rate. Based on the findings, we suggest how psychology programs may be able to help students to maximize their success.