There is an impressive amount of quantitative evidence documenting positive student outcomes of learning communities in terms of retention and academic performance (Hotchkiss, Moore, & Pitts, 2006; Tinto, 2000; Zhao & Kuh, 2004). While this quantitative information significantly contributes to our knowledge about learning communities, it represents only one view of the experience. The purpose of this study is to examine the enduring qualities of learning communities at a large public institution in the southeast using both qualitative and quantitative data. Narratives from focus groups conducted with junior and senior students are combined with quantitative academic performance and survey data, including the 2008 National Survey of Student Engagement. Findings from this study provide further support for the value-added lasting effects of participating in learning communities. This research addresses curriculum implications for faculty and provides support for the creation and structuring of learning community programs. This study also represents a useful research model of multiple methodologies that yields both qualitative and quantitative data and provides a richer understanding and more in depth picture of the learning community experience. (Contains 4 tables.)