University stakeholders recognize the importance of exposing all students to academic advising as a means to enhance their engagement with the institution. Living-learning communities are of particular promise. In this study, conducted at a mid-western land grant university in the 2004-05 academic year, advisees in living-learning communities reported significantly higher engagement in their educational experiences than advisees with access only to a central advising office, and the differences in levels of engagement with advisors were significant as other predictors of engagement were taken into account.