Because residence life supplements the students' classroom experiences with personal and group learning related to cognitive, affective, and physical development, the appropriate role for residential living units in the Indiana University community was explored. The learning disposition of students living in the residence halls was examined, including students' acclimation to different life styles, interpersonal relationships, study habits, individual responsibility, sensitivity to cultural differences, social skills, and academic performance. Residents (N=285) and residence life staff (N=18) randomly selected from three residence centers completed interviews or evaluation questionnaires. Results showed that, although study conditions in the halls were reported as satisfactory, students who earned higher grades studied more and at different locations than their rooms. Many residents were uncertain as to whether residence life staff and programs could or should influence certain dimensions of their learning disposition. Many students did not appear interested in expending the effort to increase their functioning along many of the dimensions although the behaviors were considered important. The majority of residents reported that activities related to the learning disposition dimensions and increased study time were not appropriate foci for residence life staff. (NRB)