The present study sought to investigate the impact of a first-year, faith-based leadership learning community in a Catholic, urban and northeastern institution of higher education. The research assessed the impact of the organizational model of appreciative advising, utilized as the framework for the curriculum of this first-year program. This study also provides insight into the leadership and faith development of a learning community of fifteen incoming freshmen students, identified as leaders in their Catholic faith prior to college. The participants included fifty-five Catholic students representing samples of a first-year, faith-based leadership learning community, faith-engaged students and non-faith engaged students. Data collection strategies included a grounded theory analysis of interviews, participant journals and field notes. The Appreciative Advising Inventory was utilized for the three groups of participants to assess the impact of appreciative advising. The findings indicated that the appreciative advising framework did have an impact on the students' first year experience and self-identification of assets as compared to the comparison groups. "Connectedness" emerged as an overarching theme to understand the appreciation and faith development of fifteen participants in the target group from three main constructs that were developed in this study: "Cultural Experiences," "Leadership Development" and "Socially Aware." Each construct included main categories of "Rites of Passages," "Tradition," "Invited," "Evangelize," "Academic," "Community" and "Service.". In a time when Church members are diminishing more than any other religious tradition, the findings are most critical for all levels of Catholic education. For institutions of higher education with a Catholic mission, the first-year, faith-based learning community program is a unique and creative response that allows young adults, who are connected to their faith, to develop as the Catholic leaders that the Church needs while animating and enhancing the campus culture of faith. Further implications of the research are the effectiveness of appreciative advising and the participants' identification of strengths. This can be utilized in both institutions of higher education and in religious institutions to help students discern vocations and achieve academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]