As residential institutions summon greater resources and seek new strategies to encourage civic engagement, character building, and citizenship development among students, they too often overlook a potentially powerful asset. Residence halls, physically designed to provide students with direct access to personal differences and multiple occasions for sustained dialogue, represent an important setting for delivering a curriculum focused on citizenship development. Few places in society allow for such close contact with peers and such profound opportunities to reflect on relationships with others. Residence hall living offers a powerful opportunity to engage young adults in learning that will improve the quality of both their campus and their adult lives. The challenge on residential campuses is to create living-learning environments that fully engage students in meeting desired learning outcomes. At the University of Delaware, as at many other institutions, a singularly important outcome in the residential setting is citizenship. This article discusses the University's development of a peer-reviewed curricular approach for citizenship education that determines success by how much students learn. (Contains 7 notes.)