This article describes the development of the Dorothy Day Social Justice Community, a sophomore, social justice-focused living-learning community at Marquette University. The authors describe the administration of the community, discuss various elements of the community, and share assessment results. They also detail lessons learned from three years of administering the community, namely that support should be built throughout the university, barriers removed to student participation, a voice given to students in the administration of the community, and assessment done to guide practice.