This study explored the effects of participation in a residential college living/learning program as well as a themed-floor living/learning program at New York University on students' cumulative GPAs at graduation and likelihood of earning a degree from the institution. The two residential learning program models studied varied in terms of size, programmatic structure, curricular integration, amount and types of faculty presence in community, frequency of study-faculty interactions, and staff/faculty training and development. Results showed that after controlling for model covariates, a statistical trend was noted for students in the residential college program being likely to have higher cumulative GPAs at graduation than students not participating in any residential learning program; themed-floor participants were significantly more likely to obtain higher cumulative GPAs at graduation than students who did not participate in any residential learning program. Results further showed that students who participated in the residential college program had statistically greater odds of receiving a degree from the institution in four years than students who did not participate in any residential learning program. No statistical differences were found between themed-floor participants and those who did not participate in a residential learning program on the odds of receiving a degree from the institution in four years. Implications for practice and research are discussed. [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.]