Although first-year seminars and experiences have been widely considered as a high-impact educational practice, which is used to enhance academic performance, retention, and acquisition of critical 21st Century outcomes, first-year seminars and experiences tend to be loosely defined and assessed in prior studies to highlight its importance in improving the education process as a whole; therefore, this study aims to assess the impact of highimpact educational practices (HIEPs) in preparatory years in Saudi Arabia and international universities, then proposing a plan for efficiently implementing HIEPs in higher education institutions. To achieve that, case-based analysis and the survey analysis method were used wherein qualitative examination of practices in University of California and Indiana University and quantitative assessment of (130) faculty members and students’ perception of Northern Border University was conducted. Case analysis revealed that international universities implement practices suited for their institution and not the stated one i.e., Health Professional Advising Center, undergraduate research programs, or Capital academic internship program in University California, while undergraduate research, service-learning practices, or learning community in Indiana University. Survey analysis on the other hand stated that consisting of the above (20_ years respondents, implementation of core competencies and HIEPs helps in exploring relevant issues and controversies, linking of knowledge and skills, and better students and faculty bond which raise teaching and learning experience. Results revealed that core competencies and HIEPs have a significant influence on the teaching and learning outcomes. As result, an efficient implementation the plan is proposed to activate HIEPs and core competencies in the preparatory year at Saudi universities.