This study focuses on a living learning community called the Chancellor’s Science Scholars (CSS) Program. The program is committed to bringing in underrepresented students into the science, technology, engineering, and mathematics (STEM) field. Scholars are offered academic supports as well as social supports. Students provide assessments of their experiences at the end of each year in the program. This study examines how community, science identity, and science self-efficacy relate to students’ perceived benefit of and satisfaction in the program. Results show that scholars’ science-self efficacy did not improve over time and that scholars’ sense of community decreased over time. Sense of community and science identity are significant predictors of community involvement. Excerpts from student end-of-year interviews are included in discussions for future research. These findings may serve to improve the CSS program, as well as STEM learning communities in development.