Lardner and Malnarich (2009) identify learning communities as an educational reform strategy designed for intentional student cohorts that engage students in at least one integrative learning opportunity. Colleges and universities are aware that robust educational programs exist on their campuses, yet institutions must identify strategies to help students connect and make meaning of these fragmented experiences (DeZure et al., 2005). In this article we discuss the intentional structure of Residential Learning Communities (RLCs), also referred to as Living-Learning Communities, on six different campuses, specifically focusing on how curriculum and co-curriculum are integrated to enhance the integrative learning practices of students. For learning to be truly effective, it must be threaded through the intellectual life of the RLC in ways that meaningfully connect the curriculum and co-curriculum and on-campus and off-campus life experiences (Huber et al., 2005).