Living-Learning Communities (LLCs) develop and strengthen students' persistence by providing a greater sense of community, opportunities for co-curricular activities, and socially engaging and academically supportive peer environments (Shapiro & Levine, 1999). While researchers have affirmed the rationale, impact, and efficacy of LLCs, very little scholarship has focused on the impact of the LLC curriculum and experience on outcomes such as critical consciousness development and commitment to social justice. This paper focuses on the Esther Madriz Diversity Scholars (EMDS), an LLC that supports students' social justice education. Drawing upon a qualitative analysis of student reflection papers, we examine the development of students' critical consciousness (CC). We found that EMDS students expressed an increased understanding of the root causes of oppression and their place within the matrix of privilege, an increased belief that they could be effective change agents, and they reported a deepening of their CC. As colleges and universities continue to find ways to prepare students to contribute to an increasingly global and diverse world, the research and discussion presented in this article can provide insight on how hybrid academic and student development partnerships found with student housing spaces can support those higher education goals. [Discussion questions developed by Emily Braught.]