High-Impact Practices (HIPs), as adopted by the American Association of Colleges and Universities (AAC&U), are teaching and learning practices in higher education that promote student engagement and learning as measured on the National Survey of Student Engagement (NSSE). This study replicated a previous study conducted by the authors exploring the extent to which prior findings on the relationship between HIPs and student engagement could be confirmed with a different sample of students and faculty in a teacher preparation program. The current study further sought to understand the extent to which faculty members' design of activities related to HIPs engaged students in the manner they intended. This mixed methods study with six faculty and 134 students, employing a modified version of the NSSE survey and faculty and student focus groups, confirmed earlier findings on ways that HIPs promote student engagement and learning outcomes as reported by students. While some discrepancies between faculty's design of activities and their reported effects on engagement were noted, most of the activities employed by faculty promoted engagement as intended.