This study compares students in a living-learning program with those in a conventional program. Attitudes and perceptions of the learning environment were the variables measured during the students' fourth semester in college. The learning environment variables were: democratic governance, undergraduate learning, freedom, and concern for innovation. Attitude variables used were: the thinking introversion, theoretical orientation, estheticism, and complexity of outlook scales of the Omnibus Personality Inventory; the community and peers scales of the Alienation Index; and the concepts of interpersonal relationships, community, and independence autonomy as measured by the Semantic Differential. Significant differences were found in undergraduate learning, freedom, thinking introversion, and complexity of outlook. It was concluded that: (1) a distinctive educational environment can be created within a subunit of a large university; (2) students attracted have strong academic and intellectual interests; (3) faculty participation should be at the invitation of students; (4) programs should not exceed 250 students; and (5) the parent institution should encourage autonomy for innovative programs. (JS)