The purpose of this study was to identify the benefits that faculty and student affairs staff gain from being involved in Living-Learning Programs (LLPs) and to explore any differences between the two groups. Faculty and student affairs staff (N = 268) report gaining intrinsic benefits more often than extrinsic benefits from their involvement in LLPs. Intrinsically, faculty were significantly more likely to have conversations with students about topics not related to class and to share their research interests with students outside of the classroom. Staff were significantly more likely to act as consultants to assist with community issues and projects. Extrinsically, faculty were significantly more likely to receive allotments for expenses associated with inviting students to a meal or other social activities, to receive a partial meal plan or dining dollar allotment, and to receive a reduction in their teaching load or collateral assignments. Staff were significantly more likely to receive opportunities to participate in professional conference presentations. Identifying these benefits may help program administrators market these programs more effectively to faculty and staff, providing them with more information about what they may gain as a result of their involvement. The data also establish a baseline upon which future evaluations of LLPs can be measured. (Contains 2 tables.)