This article describes a pilot program that employed evidence-based strategies to increase first-generation and low-income (FGLI) student engagement. Over two quarters, the instructors offered three resources allowing students to engage at different levels: panel presentations, themed discussions, and a peer mentor program. Students requested additional support in navigation of the Public Health major, professional development, and graduate school preparation. Subsequently, the instructors designed a year-long seminar that integrated successful aspects of previous programming with additional areas of interest to FGLI students. Evaluation results indicate variations in student-reported utility of program elements. The authors propose a formalized framework for assessing short-term and long-term student outcomes.