While the concept of the living-learning community is not new to higher education, it was not until 1980 that these communities became prevalent at colleges and universities. Since, studies have been conducted to determine the academic implications for students participating in these communities. The purpose of the study was to determine the perceived academic outcomes for non-honors students living in the Honors living-learning community at a midsized public university in the Midwest. The study was qualitative-based and data was gathered by use of two focus groups with non-honors students living in the Honors living-learning community and traditional students in non-honors housing. The focus groups were conducted in April 2008. The data was analyzed and themes were identified.The researcher concluded that non-honors students in the Honors living-learning community had positive academic outcomes from living in the learning community. Non-honors students in the Honors living-learning community were more motivated to succeed academically than traditional students in non-honors housing.