The residential community is a key part of the college experience simply because students spend a large majority of their time in the places where they live. Given this fact, a student's interactions and engagement with their community can positively impact their learning experience. We utilized a constructivist, qualitative, phenomenological study design to examine the residential life experiences of students with the competencies outlined by the National Association of Colleges and Employers. Findings from a thematic analysis of 15 semi-structured interviews resulted in three emergent themes around which students connect their residential life experiences to the competencies: unique context, engagement with residence life, and utilization and growth. This research is important for scholars and housing professionals alike as it advances knowledge in both career readiness and our understanding of how the residential experience contributes to transferable skills. [The discussion questions at the close of this article were developed by Christopher Heasley.]