High-impact practices (HIPs), such as learning communities, undergraduate research, internships, study abroad, and culminating experiences, are lauded as transformative and particularly beneficial for historically underrepresented students. This article responds to the call to focus on racially minoritized student experiences in HIPs. The authors spotlight the experience of racially minoritized students to inform the advancement of the HIP movement by analyzing student comments about HIPs and what they illustrate about quality and equity, and how this can inform the design of less biased, culturally relevant, high-quality HIPs. A deeper exploration ensures that the HIP movement proceeds with attention to quality, rectifies educational inequalities, and affords racially minoritized students high-quality, enriching experiential education.