The University of Wyoming recently implemented a Learning Assistant (LA) program with the goal of supporting undergraduate students in traditionally lecture-based STEM courses. The authors performed a multi-method qualitative study utilizing a focus group and individual interviews in order to investigate the impact of the program's pilot year on the LAs. They found that the LAs report a greater understanding of and appreciation for content, the learning process, and instructors who implement an active learning curriculum. The authors provide recommendations for improving the support provided to the LAs.