While there is growing research supporting the benefits of purpose development to adolescents and the communities of which they are a part, research about specific practices to support purpose development, specifically in high schools, remains scarce. Grounded in theories about teacher knowledge, the research team relied on a dimensional understanding of purpose and qualitatively analyzed interview data from nine high school teachers and open-response survey data from 26 high school students to generate several categories of practice that may support purpose development during adolescence. While several categories emerged, both teachers and students recognized the following as potentially supportive of purpose: connections to the real world; discussion of future orientation; positive teacher-student relationships; cultivating a willingness to try new things, perseverance, and a growth mindset; and prosocial, collaborative, and perspective-taking activities. These categories are discussed in terms of researcher and practitioner implications.