Previous studies examining the relationship between instructional "good practices" and first-year students' development have often centered White students, limiting our understanding of the degree to which these practices might be beneficial for racially minoritized students. This study used a critical quantitative approach to examine the association of three instructional practices with lifelong learning orientations within three racially minoritized groups: Black/African American students, Asian/Pacific Islander students, and Hispanic/Latinx students. Within each group, conditional effects were also explored. Through the use of multi-institutional, longitudinal data, this study reveals that "good practices" do not consistently predict students' development of a lifelong learning orientation.