This article focuses specifically on one type of undergraduate intervention and its contribution to facilitating success for women in science, technology, engineering, and mathematics (STEM): the living-learning program (LLP). LLPs are a type of learning community best described as curricular linkages designed to provide students with a deeper and more integrated learning experience. However, LLPs, unlike their broader learning community counterparts, are based in college residence halls and co-join students' living environments with a particular academic theme or topic. Although LLPs as a concept were not created expressly for women in STEM, there are specific LLPs that cater to women in STEM disciplines, and there is limited evidence that LLPs may be successful in fostering women's success in STEM. In this article, the author first summarizes the roles and functions of LLPs, as well as the variety of LLPs that focus on STEM-based topics, and then reviews the empirical evidence on LLP effectiveness and STEM success for women. She concludes with implications from this line of research for institutional research, especially when considering women in STEM.