Theories of college student and adult intellectual development have shown that learning to interpret, evaluate, and construct knowledge evolves in a developmentally predictable fashion, and have offered explanations for the difficulties some students face when asked to make their own decisions (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Fischer, 1980; Fischer & Rose, 2001; King & Kitchener, 1994; Perry, 1970). Unfortunately, research on what students experience is much more prevalent in the literature on student outcomes (e.g., Pascarella & Terenzini, 2005) than is research on student interpretations of their experiences. Neglecting to examine interpretation in such studies results in a limited understanding of the lessons students glean from their experiences (e.g., viewing the scientific method as a formula for getting correct answers compared to seeing it as a tool that allows for replication and hypothesis testing). There are substantial gaps in our understanding of developmental mechanisms that enable students to develop more adaptive ways of viewing the world, their roles as learners and citizens, and how they engage in healthy relationships with others. This study was designed to contribute to the small but growing body of research that attempts to ascertain why given experiences have a developmental impact on student learning (e.g., Baxter Magolda, 1999; Baxter Magolda & King, 2004; King, Baxter Magolda, Barber, Kendall Brown, & Lindsay, 2009; Meszaros, 2007; Mezirow, 2000). Gaining more detailed information about the aspects of programs and services that positively affect student learning and development will allow collegiate educators to be more intentional in their programmatic, instructional, and pedagogical choices.