Undergraduate students in higher education often engage in internships, study abroad, student organizations, undergraduate research, and related activities that extend learning beyond the classroom. These opportunities, commonly referred to as high‑impact experiences, can influence student development, program recruitment, and institutional decisions about which activities should be recognized and supported as high‑impact. Understanding students’ perceptions of these experiences can also help identify ways to enhance participation and overall student engagement. This study examined undergraduate students’ perceptions of high‑impact educational experiences through the lens of Situated Learning Theory and Kuh’s (2008) model of High‑Impact Practices. A survey was administered to undergraduate students enrolled in agriculture, natural resources, and life sciences programs at the [University] (n = 678). Quantitative and qualitative responses addressed three objectives: (1) identifying which high‑impact experiences students have completed or plan to complete, (2) assessing how likely students are to participate in the experiences defined by Kuh (2008) during their time at the institution, and (3) determining whether students view work experience as a high‑impact experience. Students reported the highest likelihood of participating in collaborative assignments and projects (n = 474), followed by internships (n = 464) and undergraduate research (n = 446). The experiences students were least likely to engage in were first‑year seminars (n = 237) and ePortfolios (n = 163). The low likelihood of first‑year seminar participation may reflect that many respondents were no longer first‑year students. Students with work experience were also asked whether it should count as a high‑impact experience; of 470 respondents, 331 (48.8%) said yes, 93 (13.7%) said maybe, and 46 (6.8%) said no. Findings offer insight into which high‑impact experiences students value most and highlight the perceived importance of work experience, providing guidance for program design and student engagement efforts.