When institutions engage in discussions regarding improving retention and graduation rates, invariably the conversation focuses on entering student characteristics, especially ACT and SAT scores and high school grades. Clearly, attracting and enrolling well-prepared and motivated high-ability students will certainly improve institutional measures of academic achievement and time to degree. However, if one accepts the premise that degree completion is also an outcome of a high-quality undergraduate experience broadly defined, then institutions must focus attention on students' encounters with broad processes more than simply inputs. Indeed, if graduation is the primary metric by which institutional performance should be judged, then one has to ponder this question: "What kinds of empowering institutional processes produce the most desirable results for the majority of students?" This article underscores the importance of creating broad-based, empowering undergraduate experiences that intentionally foster a higher level of success for large numbers of students--the "process" component of a 4 Ps framework. By focusing more on processes than isolated, discrete activities, institutions can create shared responsibility for educational quality and productivity.