Living-learning programs (LLPs), also known as learning communities, offer students a shared academic focus within a residential community; thus, LLPs are considered ideal contexts for student learning. In 1994, Zeller highlighted Washington State University as an example of how learning communities can successfully incorporate faculty, students, and student affairs practitioners/departments into collaborative learning environments. This study provides an overview of changes that have occurred in the creation and implementation of LLPs during the past two decades. Using the University of Nebraska-Lincoln as a case study, this paper illustrates the growth and adaptation of LLPs over the years. Implications and innovations for practice and research are also offered for application to other institutions.