In this study, the authors examine the differences between two groups of students--those enrolled in either an independent section of a first-year seminar and those enrolled in a first-year seminar embedded in a learning community. In particular, the authors focused on the extent to which course/program outcomes were being met, as reported by student self-evaluations. The hypothesis that students in the embedded first-year seminar course would rate the course learning outcomes as having been met at a significantly higher rate than their peers in the independent sections of the seminar was not supported. Possible explanations for the findings are discussed. (Contains 1 table.)