To increase student engagement, many universities are adopting high-impact educational practices that include study abroad opportunities, faculty mentoring, internships, service learning, challenging coursework, and research experiences; these institutions are also intentionally promoting high-impact cocurricular activities such as community service and leadership positions in campus organizations (Kuh, 2008). As colleges and universities increase their investment in high-impact activities, understanding which first-year experiences predict higher levels of participation later could prove useful for early intervention. With this longitudinal study, the authors explored how students' time use (e.g., volunteering, napping, going to bars and parties) during their first year of college predicted participation in a subset of high-impact activities (civic engagement, study abroad, leadership) and course selection (easy or difficult) in their third and fourth years of college.