For years, educators have drawn a distinction between deep cognitive processing and surface-level cognitive processing, with the former resulting in greater learning. In recent years, researchers at NSSE have created DEEP Learning scales, which consist of items related to students' experiences which are believed to encourage deep processing. In this study we examine the predictive power of NSSE's DEEP Learning scale as it relates to four learning outcomes. Further, we explore whether a contextual effect is present. That is, we explore if students receive a benefit simply from being a part of a deeply engaged community. (Contains 3 tables and 3 figures.)