National reports and scholarly papers in the fields of student services and academic affairs have called for partnerships in colleges and universities to improve the educational quality that students receive. The primary aim of this study was the empirical examination of the theory of mental models among undergraduate deans of academic affairs and deans of students, and assessing their underlying assumptions on integrated student learning as guideposts for establishing partnerships. The research questions were informed by the assumption that competing mental models on the meaning of integrated student learning impede partnerships between these different deans. These research questions explored the differences and similarities between the mental models on student learning and the relationships to facilitating partnerships. A field-based survey comprised of 2 instruments, the Student Learning Goals Inventory and the Perception Survey of Collaboration between Academic and Student Affairs Personnel, was used to collect the data from deans in baccalaureate institutions in Puerto Rico. Data analyses using t test showed high consensus on student learning goals among the deans, and confirmatory factor analysis for instrument reliability indicated strong alpha coefficients for the items on the survey. Results indicated that academic deans and student affairs deans supported integrated learning and student development goals with only minor differences. However, disagreements in collaborative programming indicated limited partnering between both divisions, while a lack of collaboration in policy decision-making and planning showed a need to improve coordination. Outcomes indicate that these deans could impact positive social change by supporting collaborative relations and endorsing integrated student learning. These deans can be more effective with knowledge of their mental models' orientations to promote the academic and life-skills development of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]