Although educational research indicates that undergraduate student participation in research, fieldwork, and/or community engagement has great value, there remains a dearth of information on student outcomes from participation in these activities. Drawing on high-impact educational practices as the conceptual framework, this article examines self-reported outcomes from participants in an intensive, one-year capstone experience for fourth-year students that was composed of fieldwork and research. Qualitative analysis of end-of-semester student reflections indicated that research primarily contributed to students' academic development, fieldwork contributed to professional development, and the capstone course contributed to the personal and social development of students. Findings suggest that the combination of highimpact practices in a capstone experience may lead to the development of more engaged, prepared, and proactive professionals and citizens.