<p>The ongoing debate about the value of higher education has expanded beyond its prevailing focus on economic development and professional training to emphasize its role in shaping well-rounded citizens. As a global model of higher education and a hallmark of the American system, liberal arts education has long been recognized for fostering students’ holistic development and active civic engagement. However, empirical evidence from longitudinal data remains limited, particularly regarding the specific elements of liberal arts education that most effectively cultivate engaged citizens. This study examines the impact of liberal arts education on graduates’ civic and democratic beliefs and behaviors. Using longitudinal data from 2,585 alumni across seven public four-year colleges and universities in the United States, this quantitative analysis leverages a secondary dataset that includes students’ campus experiences and survey responses collected ten years after graduation to identify key factors contributing to generative behavior and political engagement. The findings reveal that specific components of liberal arts education—such as diversity-focused courses, participation in service-learning programs, and involvement in student organizations—play a significant role in fostering active and engaged citizenship. The study provides empirical evidence of higher education’s role in preparing graduates for civic and democratic life, equipping them to address social challenges. These findings underscore the broader implications of higher education for personal development for civic outcomes and democratic citizenship, particularly at a time when policymakers and governments are increasingly questioning its value and reducing funding.</p>