High-impact educational practices support student and faculty learning and achievement. By creating an alternative structure through which students have access to these practices, and by investing resources to make that structure available to all students, Bryn Mawr College has been able to ensure that participation in high-impact practices occurs equitably across student populations. This article describes and evaluates Bryn Mawr College's experiences with the 360° Program. While the elements and goals of the 360° Program are clearly defined, faculty and students have the flexibility to adapt the format in order to reflect the pedagogical goals of a particular cluster, the structure of the material, and the strength and expertise of the participants. The result is a program that is dynamic, creative, and evolving. High levels of engagement have led to considerable innovation and experimentation, building a sense of student and faculty ownership of the program that bodes well for its long-term success and sustainability.