The value of students’ co-curricular engagement is well recognized, but how may learning and development be enhanced through these experiences? Kolb’s (1984) experiential learning theory and Kuh’s (2008) theory on creating high-impact practices in higher education are used to propose a framework for enhancing the educational quality of post-secondary co-curricular programming. Recommendations are posed for ways in which the co-curricular record may move beyond its use as a recording tool and instead become an integral part of the learning process.