The authors used the Personal and Social Responsibility Inventory (PSRI), a nationally available campus climate assessment, for this study. The PSRI, which assesses individual students' behavior and perceptions of campus climate related to civic learning in higher education, was developed in 2006 as part of the Core Commitments Initiative of the Association of American Colleges and Universities (Dey, Barnhardt, Antonaros, Ott, & Holsapple, 2009). The authors used used data from 12,745 undergraduate students (50% White, 66% female, and 35% college senior) at 19 colleges and universities to answer two primary research questions, each comprising two parts: (1) How does participation in community based programs (CBP) and engaging in meaningful peer-to-peer discussion affect (a) perceptions of the importance of contributing to a larger community, and (b) development of personal and social responsibility? (2) Do meaningful discussions mediate the effect of CBP on (a) perceptions of the importance of contributing to a larger community, and (b) development of personal and social responsibility? Students who reported more participation in CBP, regardless of whether the CBP was connected to a course, also reported more positive assessments of the importance of contributing to community and greater development of personal and social responsibility. Findings indicate that educators should consider how they could intentionally infuse meaningful peer-to-peer discussions into CBP and related experiences. These findings suggest that educators should remove obstacles to peer-to-peer discussions. Welcoming spaces, where students feel comfortable engaging in conversation, aid in meaningful discussions and allow students to converse, construct meaning, and create knowledge.