This article reviews three of the most widely-known guiding philosophies of student affairs for the past 65 years. The article analyzes the rise, dominance, and fall of the student services and student development philosophies and then explores the emergence of student learning as a guiding philosophy. The results of two research studies on the successful integration of student learning within student affairs are used to examine challenges and priorities for student affairs in coming years. (Contains 3 figures and 1 table.)