This study examined the relationship between where undergraduate students live and their academic, math, and verbal self concepts. Students living in on-campus residence halls, a campus-affiliated apartment community, within walking distance to campus, and within driving distance to campus completed the Self-Description Questionnaire III (SDQIII) (Marsh, 1989) at the beginning and end of an academic year. This investigation revealed that the undergraduate living environment was not a predictor for academic and math self-concepts, while living within walking-distance to campus was negatively related to verbal self-concept. Furthermore, living in third-party managed, university-affiliated housing was not a negative predictor of academic, math, or verbal self-concepts, and therefore, did not differ from that of living on-campus. However, peer extracurricular and social activities were related to student academic self-concept in different ways for students living on-campus and within driving-distance to campus than they did for students living in campus-affiliated housing and within walking-distance to campus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]