The importance of living on campus is well established, but extant research that examines administrator perceptions of what comprises the best educational experience for students living on campus is generally unavailable. This study reports the development of a psychometric instrument designed to uncover underlying paradigms and attitudes of administrators toward residential living and learning. With a focus on four areas--the importance of students living on campus, the role of residence life professionals as educators, student-faculty interaction outside of the classroom, and the design of facilities--the "Campus Residential Experience Survey" is used to conduct a cultural audit that reveals perceptions of where a campus currently stands and attitudes of ideal campus goals. The purpose of this instrument is to help campuses begin critical conversations around how to best promote student learning. [Discussion questions developed by Diane Waryold and Pam Schreiber.]