The Saint Mary's University first-year student success program was developed by its strategic enrollment management (SEM) group to enhance support for first-year students. As an integrated program that implements student success modules into the first-year core curriculum, this initiative has proven to be effective in enhancing student engagement through the introduction of topics such as time management and effective study strategies (Tabvuma, et al. 2021). This article aims to raise awareness to both prospective social learning participants and higher education SEM-related leadership on the value that social learning approaches had in supporting the curriculum development and delivery of this unique campuswide first-year program initiative. As an ontological backdrop, the group utilized Wenger-Trayner and Wenger-Trayner's (2014) "Learning in a Landscape of Practice" framework as a reflective lens to offer unique perspectives on how members navigated three modes of identity (engagement, imagination, and alignment) throughout their shared practice, including strategies and challenges in such areas as student engagement, interdisciplinary meetings, and shared group activities. A discussion on achieving intended outcomes and challenges moving forward is offered as part of an evaluative self-analysis for this learning community and its implications on this first-year student success program initiative.