The purpose of this study is to examine the impact of intentionally-designed first-year learning communities on the practice of integrative learning in academically at-risk students compared to non-at-risk students at a small private, catholic, liberal arts institution in the Mid-Atlantic. Drawing on the concept of integrative learning (AAC&U, 2009) as it exists within the structure of a learning community (Lardner & Malnarich, 2005), this quasi-experimental study used a quantitative survey instrument and an integrative learning rubric to examine students' perceptions of their integrative learning practices, evaluate student performance on an integrative assignment, and investigate whether or not a relationship exists between student perception and student performance to connect learning across contexts. A pre-post survey instrument was administered to measure first-year college students' formal learning experiences, specifically their influence on "integrative learning" practices. In addition, an adapted version of AAC&U's Integrative Learning VALUE Rubric was used to assess student performance on academic work in the form of an integrative assignment. Of the 95 students who completed the pre-survey instrument, 66 participants both responded to the pre- and post-survey and submitted an integrative asssignment. These 66 participants were included in this study for data purposes. A paired samples t test was conducted to evaluate the impact of the intervention - the learning community - on students' responses on the integrative learning survey instrument. Futher, an independent samples t test was conducted to compare the integrative learning survey responses of academically at-risk and non-at-risk learning community students. Finally a Pearson correlation was conducted to determine if a relationship exists between student self-reported gains or losses of their integrative learning practices and the direct measure of integrative learning scores on student work. The results of this analysis revealed that the intervention of a learning community impacts academically at-risk students to both out-perceive and out-perform their non-at-risk peers in response to certain integrative learning practices. Based on the results of this study, when underprepared students buy into their learning environment and become aware of the investment of their faculty, staff, and peer learning partners they can defeat the odds and meet their academic potential. [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.]