Living-learning communities have surfaced as a high-impact practice designed to combat student attrition and support student success in higher education. Despite this connection to high-impact practices, there is limited understanding regarding how living-learning communities develop self-regulated learners, a key characteristic of student success. Studies regarding living-learning communities and student success have usually been attentive to academic achievement, retention, graduation rates, student engagement, and transition to college. This interpretative phenomenological study focused on how living-learning communities foster educational environments that develop self-regulated learners, a key indicator of college student success. The research site was one of the largest Historically Black Colleges-Universities in the southeastern region. The target population was first-generation undergraduate college students matriculating through a living-learning community. The results of the study found that living-learning communities encompass several vital mechanisms that help the program foster an educational environment conducive to developing self-regulated learners. This study serves to provide disciplinary leaders, organizational leaders, and policy makers with pertinent knowledge about the interwovenness of living-learning communities, self-regulation, and college student success. [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.]