Once considered by researchers to be an innovation in undergraduate education, living-learning communities (LLCs) exist today on many campuses throughout the US (Inkelas et al., 2018). In these communities, students live together, take part in shared academic experiences, and engage in cocurricular programming designed to enhance their learning (Inkelas & Soldner, 2011). A growing body of research (Inkelas et al., 2018) illustrates academic and involvement advances for students in LLCs. Overwhelmingly, the published research on LLCs illustrates positive gains, as evidenced by the Association of American Colleges and Universities (AAC&U, 2007) naming learning communities a research-based high-impact practice. Despite the positive rhetoric about LLCs, Talburt and Boyles (2005) encouraged researchers to explore the potential of learning communities to alienate students. The authors address Talburt and Boyle's (2005) call for critical analysis empirically, through an in-depth exploration of one student, Sandra, who provided evidence to contradict the notion that LLCs improve student engagement and outcomes. Sandra, who self-identified as an outcast in a social justice-focused LLC, described painful feelings and experiences of isolation. Through this analysis, the authors learned about the ways in which she felt isolated within a community intentionally designed to support her.