This study focused on using a curricular approach in residence life departments on college campuses to connect learning from the classroom with learning that occurs out of classroom. Residential curriculum is an individualized approach grounded in research and literature to promote student learning and success. This study specifically investigated a residential curriculum at a research two, public, four-year, state flagship, southeastern university. The purpose of the study was to determine the extent of first-year student inputs and residential curriculum environments on personal development, community engagement, cultural exploration, and institutional commitment. This research used Astin’s (1993) Input-Environment-Outcome (I-E-O) model to measure how residential curriculum influenced residential students. The Residential Curriculum Survey categorized questions into three sections: pre-college characteristics; college environments students participated in during college (academic, co-curricular, and housing); and outcomes. The survey was administered in spring 2016 to all residential students (N = 7,821), and 26% of first-year students completed the survey (N = 2,023). Multiple regression analyses were used to determine how student inputs and residential curriculum environments influenced each residential curriculum outcome. Significant findings were found for student inputs and college environments for all priorities. Overall, the findings suggest that males had a negative relationship for personal development, community engagement, cultural exploration, and institutional commitment as compared to students who identified as female. Students interacting with each other in their residence hall had a positive relationship with each priority. Students who self-disclosed a medical condition that limited one or more activities had a negative relationship with personal development, community engagement, and institutional commitment. Lastly, co-curricular involvement, using housing staff as a resource, and utilizing resources that encourage career development were all positively related to personal development, community engagement, and cultural exploration. Recommendations for practice, policy, and research for higher education institutions are included in this study.