The purpose of this qualitative, phenomenological research study was to discover how to improve student attrition rates of today's students attending four-year, large, public institutions by examining the Guided Pathways approach through Living Learning Communities upon academic major persistence. This research study was designed to find answers concerning how Living Learning Communities at four-year public institutions impact a student's choice to remain in or change their major, what factors impacted a student's choice to remain in or change their major, what factors were involved in remaining in or selecting a new academic major, and what services or support mechanisms are used to assist student's in remaining in or selecting a new academic major. The major findings of this research study include: Helpful Peers, Positive Experiences, Job-Related Decision-Making, and RAs as Mentors. Based on these major findings, implications for future research and higher education leaders were identified concerning the length of the Living Learning Communities program, which demographics need more support within the Living Learning Communities program, and how to increase awareness of offices that will best help the student within the Living Learning Communities program. [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.]