This study was a mixed methods examination of how higher education institutions (HEIs) in British Columbia can effectively communicate non-academic student policies to students. The study employed a modified explanatory sequential mixed methods design and included three phases of data collection (Creswell & Plano Clark, 2018). In the first phase, qualitative data were gathered through individual interviews with staff and administrators and supplemented with document review. This phase of data collection focused on how institutions communicate non-academic student policies. In the second phase, quantitative data were gathered through a questionnaire distributed to students which examined trends in student recall of non-academic student policies, and where and how students learn about these policies. In the third phase, qualitative data were collected through individual interviews with students to expand and explain quantitative findings in phase two. The key findings of this study were that many students valued non-academic student policies and sought out information. Despite this, effective communication of non-academic policies requires a multifaceted approach that communicates policies in a range of ways with coordinated key messaging. This study will be of interest to HEI communities in British Columbia by providing insight into effective communication practices that can be implemented to communicate non-academic student policies to students. Effective communication practices will support students’ understanding of behavioural expectations outlined in non-academic student policies, as well as understanding their responsibilities and rights therein.