This study examined three themed residential learning communities and their impact on students' satisfaction with their overall university experience, residence hall living experience, residence hall learning experience, their interactions with residence hall student staff, and the students' academic experience. The researchers were specifically interested in determining if residential learning community participants' experiences differed from those of students living in similar residential facilities and not participating in a themed learning community. The sample included 255 students living in three high-rise residence halls, the faculty responsible for coordination of the learning communities, and the residence hall staff. Two learning community floors were located in each of the residence halls. Face-to-face interviews, semistructured group interviews, and an online survey were used for this mixed design study. The researchers found that learning communities can enhance satisfaction with the residence hall living experience, but lack of faculty and residential staff planning and accountability can significantly reduce the benefits of the learning community. Students in residential learning communities with direct and intentional involvement on the part of the faculty and resident staff had a higher level of overall student satisfaction than did students in communities with less faculty and staff involvement. (Contains 3 tables.)