Undergraduate students at universities can participate in internships, study abroad programs, campus student organizations, undergraduate research projects, and other experiences that extend the students’ skills beyond the classroom, defined by Kuh (2008) as high-impact educational practices. Crawford and Fink’s “From Academia to the Workforce: Executive Summary, Association of Public & Land Grant Universities Series on Employability Skills in Agriculture and Natural Resources” (2020) reviewed and measured eleven employability skills areas for undergraduate students, and the authors concluded these skills can be derived from students participating in high-impact experiences. Researchers at [Masked University Name] observed many students work part-time or full-time jobs outside of their career areas for financial need while in college, and those experiences were not necessarily considered a high-impact experience by universities or per Kuh’s (2008) list of high-impact educational practices. A survey was distributed to undergraduate students enrolled in agriculture, natural resources, and life sciences programs at the [Masked University Name] (n = 678). Quantitative and qualitative questions were asked to examine several research objectives, including; 1) determining if the student had been a paid employee of a business or organization in the last five years, 2) determining type of work experience as a paid employee, 3) whether or not students believe the work experience should be considered a high-impact experience, and 4) whether or not students believe the work experience can help them gain future employment or admission into graduate or professional schools. Of the 470 respondents who said they did have some type of work experience in the past five years, when asked if that work experience should count as a high-impact experience, 70% said yes, 20% said maybe, and 10% said it should not count. Respondents’ reasonings for these choices were also collected via qualitative comments.